Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

Autor/in	Saka, Yavuz
Titel	Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development
Quelle	In: Journal of Science Education and Technology, 22 (2013) 6, S.934-951 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9440-1
Schlagwörter	Science Teachers; Faculty Development; Science Education; Educational Change; Scientific Research; Teacher Collaboration; Teacher Researchers; Professional Development; Research Opportunities; Research Skills; Scientific Methodology; Inquiry; Cognitive Development; Affective Objectives; Cognitive Objectives; Mixed Methods Research; Participant Characteristics; Profiles; Learning Experience; Science Course Improvement Projects + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Bildungsreform; Lehrerkooperation; Lehrerforschung; Forschungshaushalt; Forschungsleistung; Kognitive Entwicklung; Kognitives Lernziel; Charakterisierung; Profilanalyse; Lernerfahrung
Abstract	To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although there are many RET programs currently serving teachers, there is only a small body of research describing these programs and their outcomes. Just as science learning depends on both cognitive and affective factors of learners, the success of teacher professional development also depends on the cognitive and affective factors of the participants. Thus, the intent of this mixed method research is to better understand how the nature of professional development experiences shape the kinds of teachers that apply, and what this means for the design of such experiences. This study focused on describing the cognitive and affective characteristics of applicants for two different RET programs offered at the same institution. Findings suggest that the profiles of teachers who seek out these professional development programs vary based on the programs' objectives. The findings also suggest that recognition of who is being served in professional development must be considered in the construction of those professional development experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10