The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers
Abstract
This study explores how an inquiry-based demonstration classroom in-service programme impacted the beliefs and practices of 14 secondary science teachers. Both structured and semistructured interviews captured in-service programme participants' beliefs, while in-class observations of participants documented their instructional practices. An analysis of the data revealed that the in-service programme had an impact on the participants, but the impact varied among the six induction and eight experienced teachers: the induction teachers changed their beliefs more than their practices, whereas the experienced teachers demonstrated more change in their practices than their beliefs. Ultimately, the changing belief systems of beginning teachers may have resulted in the limited use of student-centred practices, whereas the established belief systems of experienced participants may have been conducive to studentcentred practices. On the basis of the findings of this study, implications for professional development programmes are discussed.
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Cites
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737011003255 · Cited by 5,687
Staff development and the process of teacher change
GUSKEY, T. R. (1986) · Educational Researcher · doi:10.3102/0013189x015005005 · Cited by 1,493
Cited by
Teaching and physics education research: bridging the gap
Fraser, J. M., Timan, A. L., Miller, K., Dowd, J. E., Tucker, L., & Mazur, E. (2014) · Reports on Progress in Physics · doi:10.1088/0034-4885/77/3/032401 · Cited by 422
Videobased lesson analysis: Effective science PD for teacher and student learning
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20408 · Cited by 362
Capps, D. K., Crawford, B. A., & Constas, M. A. (2012) · Journal of Science Teacher Education · doi:10.1007/s10972-012-9275-2 · Cited by 342
Impact of professional development on teacher practice: Uncovering connections
Buczynski, S., & Hansen, C. B. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.09.006 · Cited by 336
Roehrig, G. H., & Luft, J. A. (2004) · International Journal of Science Education · doi:10.1080/0950069022000070261 · Cited by 321
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Metadata
- Authors
- Luft, J. A.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2001-05
- Volume
- 23
- Issue
- 5
- Pages
- 517-534
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W1964399659
- Cited by
- 323
- References
- 2
- FWCI
- 29.06
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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