Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers

Autor/inn/en	Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge
Titel	Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1077692 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1077692
Schlagwörter	Professional Continuing Education; Faculty Development; Science Instruction; Inquiry; Elementary School Teachers; Elementary School Science; Foreign Countries; Program Effectiveness; Teaching Methods; Hands on Science; Cooperative Learning; Scientific Principles; Teacher Attitudes; Workshops; Mixed Methods Research; Questionnaires; Semi Structured Interviews; Journal Writing; Teacher Competencies; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Lehrerverhalten; Lernwerkstatt; Schulung; Fragebogen; Zeitschriftenaufsatz; Lehrkunst
Abstract	This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies. Data gathering focussed primarily on enabling teachers to reflect on their experiences of teaching about science through inquiry while implementing the Irish primary science curriculum. Teachers were also asked to consider their own changes in teaching science, as change in practice is a key indicator of successful professional intervention. Encouragingly the findings have shown that participation in this CPD programme appears to have been central to empowering these Dublin teachers to break away from rather traditional, didactic, theory-laden views of science teaching and to tackle more child-led, open-ended modes of learning. The data also revealed a number of aspects of the CPD model which the teachers perceived to be beneficial at translating inquiry into their classrooms, in particular: the active, hands-on approaches; the collaboration and the duration of the CPD itself. Based on the findings of this study, implications for professional development are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01