The Factors That Affect Science Teachers' Participation in Professional Development

Autor/in	Roux, Judi Ann
Titel	The Factors That Affect Science Teachers' Participation in Professional Development
Quelle	(2013), (184 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-9279-1
Schlagwörter	Hochschulschrift; Dissertation; Science Teachers; Faculty Development; Teacher Improvement; STEM Education; Scientific Literacy; Science Achievement; Mixed Methods Research; Secondary School Teachers; Teacher Participation; Online Surveys; Interviews; Educational Quality; Barriers; Family Work Relationship; Time Management; Costs; Teacher Administrator Relationship; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Interviewing; Interviewtechnik; Quality of education; Bildungsqualität; Zeitmanagement; Cost; Kosten
Abstract	Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01