Convincing Science Teachers for Inquiry-Based Instruction: Guskey's Staff Development Model Revisited

Autor/inn/en	Zambak, V. Serbay; Alston, Daniel M.; Marshall, Jeff. C.; Tyminski, Andrew M.
Titel	Convincing Science Teachers for Inquiry-Based Instruction: Guskey's Staff Development Model Revisited
Quelle	In: Science Educator, 25 (2017) 2, S.108-116 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Science Teachers; Inquiry; Science Instruction; Teaching Methods; Faculty Development; Inservice Teacher Education; Teacher Attitudes; Attitude Change; Mathematics Achievement; Middle School Teachers; Quasiexperimental Design; Correlation; Beliefs; Teacher Surveys; Observation; Achievement Tests; Scores; Statistical Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Korrelation; Belief; Glaube; Beobachtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	For many years, changing beliefs has been considered a prerequisite for changing classroom practices. However, professional development research has also shown that the opposite relationship is also true--change in practice can precede change in beliefs. This study investigated the effect of a one-year professional development program on in-service science teachers' instructional practices, beliefs, and their students' achievement. The professional development program specifically emphasized supporting middle school in-service science teachers to implement inquiry-based instruction. A non-random, single group, interrupted time-series, quasi-experimental design was used to test Guskey's model of staff development and the relationships among changes in teachers' instructional practices, beliefs and their students' achievement. Similar to Guskey's model, findings from this study show the importance that evidence of improved student achievement has on teachers changing their practices. Teacher change models emerging from our data did not find any links between general teacher change variables. However, factors such as teachers' focus on discourse and curriculum were found to be important components of inquiry-based instruction and teachers' contextual beliefs. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01