A Summary of Impacts of Two Distinct RET (Research Experience for Teachers) Programs

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

In order to break the cycle of teacher-centered, direct instruction in science and replace it with learner-centered, inquiry-based experiences, teachers need to engage in inquiry. One specific form of professional development, Research experiences for teachers (RETs), emphasizes such practices. The objective of this research is to capture the impact of two RETs on teacher practice through mixed-methodology including analyzing teacher practice and measuring teacher beliefs. Results indicate that (1) pedagogical discontentment shows promise for professional development as a means of predicting teachers who might benefit from RETs or similar experiences and (2) teachers with a certain level of pedagogical discontentment paired with RET’s targeting reform-minded practice are poised to change their practice after participating.

Authors

• Katrina Roseler, Florida State University

• Giang-Nguyen T. Nguyen, University of West Florida

• Barry W. Golden, Florida State University