A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
Bibliographic Data
| ID | 22049068 |
|---|---|
| Authors | Christina Tsaliki (0000-0002-5876-4623, University of Western Macedonia, corresponding author), Πηνελόπη Παπαδοπούλου (0000-0001-9644-8798, University of Western Macedonia), Georgios Malandrakis (0000-0002-1206-6336, Aristotle University of Thessaloniki), Πέτρος Καριώτογλου (0000-0002-8532-7859, University of Western Macedonia) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 621 |
| Publication date | 2024-06-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14060621 |
| OpenAlex | W4399490196 |
| Language | EN |
| Citations received | 3 |
| References cited | 33 |
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends in science education (SE), putting emphasis on the inquiry approach. The basic research question guiding this study is whether science teachers’ inquiry practices and views changed, and to which extent, long after their participation in the PD program. Teachers’ practices were recorded, both during and after the PD, through non-participatory observation and were analysed through a semi-quantitative method. Teachers’ views were also recorded both during and after PD through structured questionnaires and reflective interviews, producing qualitative data that were analysed. Findings are encouraging concerning the preservation of guided inquiry practices obtained during the program, while more open inquiry practices proved to be limited. Teachers’ views concerning inquiry remained positive, also maintaining their innovative character
Citizen journalism · Faculty Development · Mathematics education · Pedagogy · Professional development · Qualitative research · Science education · Sociology · Computer Science · Diverse Educational Innovations Studies · Educational Research and Pedagogy · Psychology · Science Education and Pedagogy
Teaching Scientific Inquiry
Content Analysis
Contemporary Approaches to Teacher Professional Development
Teacher learning in the context of educational innovation
A Review of Empirical Literature on Inquiry Professional Development
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Effective Teacher Professional Development
Learning to teach science
Inquiry in science education
Teacher professional development in Teaching and Teacher Education over ten years
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |