Mapping the Influence of Research Experiences for Teachers: Essential Features for Shaping Classroom Inquiry

• In Event: Science Inquiry for Teaching and Learning

Abstract

The objective of this research was to map the influence of two types of Research Experience for Teachers (RET) on teachers’ thinking and practice. Data were collected from 104 teachers using the following instruments: Teacher Belief Inventory, Context Beliefs about Teaching Science, Beliefs About Reform Science Teaching and Learning, Science Teacher Efficacy Belief Instrument, Science Teacher Pedagogical Discontentment, and the Reform Teaching Observation Protocol (RTOP). Multiple linear regressions were conducted using post RTOP scores as the dependent variable. The results suggest that some aspect of teachers’ beliefs are highly predictive of use of reformed based teaching, and a model was generated that explained 32% of the variability in teachers’ use of reform based teaching practice.

Authors

• Patrick James Enderle, The University of Texas - Austin

• Sherry A. Southerland, Florida State University

• Ellen Granger, Florida State University

• Roxanne M. Hughes, National High Magnetic Field Laboratory