scholarly journals Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience

2021 ◽  
Vol 2 (3) ◽  
pp. 14-24
Author(s):  
Matthew Kreifels ◽  
Nathan Conner ◽  
Bryan Reiling ◽  
Christopher Stripling ◽  
Mark Balschweid
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Comparative Method ◽  
Development Program ◽  
Inquiry Based Learning ◽  
Technical Content ◽  
Science Concepts ◽  
State And Local

Using inquiry-based learning instructional strategies as a way to integrate science into secondary classrooms is a common approach in education. This study documents agricultural teachers’ perceptions of science integration using inquiry-based learning as an instructional method when teaching animal science after participating in a on professional development program. A focus group (n = 10) was used to collect data which were analyzed using the constant comparative method. The following six themes emerged: (a) perceived value in inquiry-based learning, (b) alignment to state and local expectations, (c) value and challenges of a 12-month program, (d) challenges in engaging science teachers, (e) confidence in teaching technical content, and (f) integrating science concepts. Teachers in the focus group described positive experiences and attitudes when using inquiry-based learning techniques in their classrooms and described an appreciation for the 12-month program, including how the approach helped to meet state standards and local administrative requirements. Logistical challenges of a 12-month program existed, but also provided accountability for teachers. The program increased teachers’ confidence in both instruction of technical content and their ability to engage students while integrating science concepts.

scholarly journals EXAMINING CHANGE IN PERCEPTIONS OF SCIENCE TEACHERS ABOUT E-STEM

2020 ◽  
Vol 19 (5) ◽  
pp. 696-717
Author(s):  
Bulent Aydogdu ◽  
Koray Kasapoglu ◽  
Nil Duban ◽  
Tugba Selanik Ay ◽  
Fatih Ozdinc
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Science Teachers ◽  
Stem Education ◽  
Descriptive Analysis ◽  
Development Program ◽  
Implementation Process ◽  
Teachers Perceptions ◽  
Expert Review ◽  
Geographical Regions

Professional development programs might affect teachers' perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. Keywords: STEM education, E-STEM education, science teacher, teacher education

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals An Eclectic Professional Development Proposal for English Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 71-96 ◽  
Author(s):  
Orlando Chaves ◽  
Maria Eugenia Guapacha
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
English Language ◽  
Development Program ◽  
Language Teachers ◽  
Mixed Method Research ◽  
Documentary Analysis ◽  
Professional Needs ◽  
Eclectic Approach ◽  
English Language Teachers

<span>This article reports a mixed-method research project aimed at improving the practices of public sector English teachers in Cali (Colombia) through a professional development program. At the diagnostic stage surveys, documentary analysis, and a focus group yielded the teachers’ profile and professional needs. The action phase measured the program’s impact via surveys, evaluation formats, a focus group, researchers’ journal, and documentary analysis. Findings revealed that an eclectic approach tailored to the participants’ needs and interests and a practice-reflection-theory cycle improved the teachers’ quality.</span><p> </p>

scholarly journals Improving the design of an online course with virtual focus group feedback

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1191
Author(s):  
Celine Young ◽  
Olivia M. Chesniak ◽  
Denise Drane ◽  
Henry Campa III ◽  
Noah Green ◽  
...  
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Focus Groups ◽  
Development Program ◽  
Online Course ◽  
Massive Open Online Course ◽  
Virtual Focus Groups ◽  
Development Programming ◽  
Program Content ◽  
Professional Aspirations

Virtual focus groups played a significant role in guiding the design and development of an innovative professional development program for postdoctoral scholars, called The Postdoc Academy. The primary goal of obtaining feedback from postdocs was to ensure the program content is relevant, approachable, and inclusive for participants of all backgrounds, career stages, professional aspirations, and disciplines. The data collected in 13 focus groups shaped the final content and structure for the Massive Open Online Course (MOOC), ‘The Postdoc Academy: Succeeding as a Postdoc’. Evaluation of participant experience in a post-focus group survey suggests that engaging a target audience is an effective approach to obtain participant feedback and engage learners in the material. Content and activities modified by this feedback were highly rated by course participants in self-reported post-module evaluations. This article describes a method on how structured virtual focus groups of diverse future course participants can provide valuable feedback on developing the content and structure of professional development programming.

scholarly journals Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Elisabeth Hofer ◽  
Anja Lembens
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Development Program ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Individual Interviews ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes

AbstractDespite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes concerning the teachers’ beliefs about the efficacy, capability and practicability of IBL. After participating in the PDP, the teachers took a more positive attitude regarding both IBL in general and its implementation. Considering the findings from this study, we formulate implications for designing PDP at the end.

Sign in / Sign up

Export Citation Format

Share Document