The Impact of Professional Development in Inquiry-Based Methods on Science Teachers' Classroom Practice

Autor/inn/en	Bernard, Pawel; Dudek-Rózycki, Karol
Titel	The Impact of Professional Development in Inquiry-Based Methods on Science Teachers' Classroom Practice
Quelle	In: Journal of Baltic Science Education, 19 (2020) 2, S.201-219 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bernard, Pawel) ORCID (Dudek-Rózycki, Karol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Professional Development; Inservice Teacher Education; Program Effectiveness; Active Learning; Inquiry; Science Teachers; Theory Practice Relationship; Positive Attitudes; Self Evaluation (Individuals); Classroom Techniques; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Klassenführung; Ausland; Polen
Abstract	Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers' professional practices. The training consisted of two stages: I -- one-week-long core training, and II -- one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers' practices related to facilitating learning by inquiry and identified the inquiry's features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01