Evidence for Teachers' Change while Participating in a Continuous Professional Development Programme and Implementing the Inquiry Approach in the Chemistry Laboratory

Autor/inn/en	Taitelbaum, Dorit; Mamlok-Naaman, Rachel; Carmeli, Miriam; Hofstein, Avi
Titel	Evidence for Teachers' Change while Participating in a Continuous Professional Development Programme and Implementing the Inquiry Approach in the Chemistry Laboratory
Quelle	In: International Journal of Science Education, 30 (2008) 5, S.593-617 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Chemistry; Science Teachers; Professional Development; Pedagogical Content Knowledge; Teaching Methods; Workshops; Science Experiments; Videotape Recordings; Interviews; Teacher Attitudes; Reflective Teaching; Change; Science Instruction; Foreign Countries; Inquiry; Israel + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Lehrerverhalten; Wandel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland
Abstract	In this study our goal was to better understand the development of chemistry teachers who are involved in a continuous professional development (CPD) programme, focusing on using the inquiry approach in the chemistry classroom-laboratory, followed by protocols assembled in a portfolio that can be used to demonstrate evidence-based practice in chemistry teaching in the inquiry laboratory. Fourteen experienced chemistry teachers participated in a workshop, coordinated by three CPD providers from the Department of Science Teaching, at the Weizmann Institute of Science. The meetings, lasting about three hours, were conducted once a month. Of the fourteen teachers, some were videotaped while conducting inquiry-type experiments in their classes, and were interviewed immediately afterwards. Based on the findings, we conclude that the CPD programme contributed to the professional development of the teachers. The teachers became more reflective and more aware of their practice. In addition, we observed a change in their pedagogical knowledge and content knowledge regarding the inquiry teaching. Moreover, their anxiety concerning the implementation of the programme was reduced significantly throughout the year. (Contains 1 figure and 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10