Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Autor/inn/en	Tuan, Hsiao-Lin; Yu, Chung-Chieh; Chin, Chi-Chin
Titel	Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 8, S.1385-1401 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9747-5
Schlagwörter	Web Sites; Mathematics Teachers; Science Teachers; Self Efficacy; Journal Writing; Teacher Attitudes; Inquiry; Teaching Methods; Feedback (Response); Lesson Plans; Video Technology; Interviews; Faculty Development; Science Instruction; Mathematics Instruction; Questionnaires; Secondary School Teachers; Mentors + Suchen Sie Ihr Suchwort? Web-Design; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Self-efficacy; Selbstwirksamkeit; Zeitschriftenaufsatz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Fragebogen
Abstract	The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based teaching. Twenty-five in-service high school science and mathematics teachers participated in a 9 weeks, 4 h per week PD course. Data collection included the pre-post Inquiry Teaching Efficacy Questionnaire [ITEQ], teachers' reflective journals posted on the MAIT website, teachers' assignments requested by the course instructor, and follow-up teachers' interviews. Findings revealed that both mathematics and science teachers' conceptions of inquiry teaching show significant improvements after the course. The mixed delivery PD course had the same influence on science and mathematics teachers. The authentic video clips and lesson plans provided on the MAIT website and the specific feedback toward teachers' performance are the main factors that shaped teachers' inquiry-based teaching conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01