A Review of Empirical Literature on Inquiry Professional Development
Alignment with Best Practices and a Critique of the Findings
Datos Bibliográficos
| ID | 23331159 |
|---|---|
| Autores | Daniel K Capps (0000-0002-2017-9218, University of Maine160 Shibles Hall04469OronoMEUSA), Barbara A Crawford (University of Georgia212 Aderhold Hall30602AthensGAUSA), Mark A Constas (Cornell University423 Warren Hall14853IthacaNYUSA) |
| Año | 2012 |
| Volumen | 23 |
| Número | 3 |
| Páginas | 291-318 |
| Fecha de publicación | 2012-03-29 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Science Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1046-560X • E-ISSN: 1573-1847 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1007/s10972-012-9275-2 |
| OpenAlex | W2028348975 |
| Idioma | EN |
| Citas recibidas | 59 |
| Referencias citadas | 55 |
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.
Faculty Development · Mathematics education · Nature of Science · Pedagogy · Practitioner research · Professional development · Science education · Teacher education · Diverse Educational Innovations Studies · Innovative Teaching Methods · Psychology · Science Education and Pedagogy
Autorégulation de l’apprentissage professionnel et pratiques d’enseignement
Effects of Teaching Practices on Life Satisfaction and Test Scores
A complex dynamic systems perspective on teacher learning and identity formation
Inquiry-Based Instruction and Teaching About Nature of Science
Relationship between Science Teaching Practices and Students’ Achievement in Singapore, Chinese Taipei, and the US
Community-centric learning through practitioner inquiry
Development of preservice teachers’ inquiry thinking skills
An Exploratory Study Investigating Student and Teacher Perceptions of the Classroom Environment within a Taiwanese Inquiry Curriculum
Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies
Opportunities to Respond and Behavior-Specific Praise in the Juvenile Justice Setting
Uncovering teaching patterns of scientific inquiry
Project-Based Unit Development by Middle School Science Teachers
A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
Exploring the Interplay between Conceptualizing and Realizing Inquiry—The Case of One Mathematics Teacher’s Trajectory
Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science
Teaching Science Outdoors
Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency
“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning
Understanding how pre-service science teachers design inquiry-based activities in a knowledge integration (KI) based collaborative learning environment
How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
The effects of explicit science process skill instructions by using four-component instructional design model on pre-service science teachers scientific reasoning ability
The status of and challenges facing secondary science teaching in Tanzania
Teachers’ perspectives on scaffolding open inquiry in primary school science
Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers
The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry
Exploring Teachers’ Professional Development on Socioscientific Issues and Model-Based Learning
Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers
Cultivating Science Teachers’ Understandings of Science as a Discipline
Bhutanese Primary Science Teachers’ Epistemic Beliefs of Science
Beyond Hypothesis Testing
Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK
Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context
Effects of a Longitudinal School Development Program on Primary Teachers’ Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices
Changing the “Micros” of Teaching through Collaborative Inquiry
Brokering District Instructional Initiatives and Classroom Needs
The reification of identity narratives in teacher–student discourse during an inquiry project
Emotions in the doing of science
STEM professional development of early childhood teachers
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching
The first 5 years of teaching science
Factors predicting teachers' implementation of inquiry‐based teaching practices
The impact of multidimensional engagement on professional learning outcomes for secondary school teachers
The suppression role of positive affect on students’ science achievement in East Asia
Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las competencias en el currículo de educación primaria según la percepción del profesorado de la Región de Murcia
An examination of an inquiry-based hybrid online/in-person science methods course
Influence of science instruction reform on academic performance of eighth grade students in Chinese inner-Mongolia autonomous region
Adopting Drone Technology in STEM (Science, Technology, Engineering, and Mathematics)
Taking 21st century skills from vision to classroom
Exploring the effect of argument-driven inquiry on pre-service science teachers’ achievement, science process, and argumentation skills and their views on the ADI model
Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling
Science teachers' perceptions and practice of uncertainty in science learning
Oh my god this is the worst!”—Exploring the complexities of teacher vexation and resistance
Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
Scaffolding in genre-based L2 writing classes
Teachers' Adoption of Inquiry-Based Learning Activities
"I Loved Seeing How Their Brains Worked!"-Examining the Role of Epistemic Empathy in Responsive Teaching
Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions
Policies That Support Professional Development in an Era of Reform
Professional Development and Teacher Change
Professional Growth Among Preservice and Beginning Teachers
Chapter 6
Learning to teach science as inquiry in the rough and tumble of practice
Epistemologically authentic inquiry in schools
Reforming Science Teaching
Why Minimal Guidance During Instruction Does Not Work
Envision
New technologies for teacher professional development
Language and the Inquiry-Oriented Curriculum
Constructing Scientific Knowledge in the Classroom
Experimenting With Teacher Professional Development
Professional Development and Teacher Learning
From Bureaucratic Control to Building Human Capital
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
What Makes Professional Development Effective? Results From a National Sample of Teachers
Creating the Conditions for Scientific Literacy
Experience and Education
Improving Impact Studies of Teachers' Professional Development
Linking teacher and student learning to improve professional development in systemic reform
Situated Cognition and the Culture of Learning
Effective Reflective Practice
Situated Learning
School Teacher
| Obras citantes distintas | 59 |
|---|---|
| Citas por año | 4,54 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 57 |