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In order to improve STEM education, teacher education programs are finding better ways to address 21st century skills and inquiry-based approaches (Trilling & Fadel, 2009). Professional development is important, but without sustained effort, it is unlikely to cause lasting change in teaching strategies (Lee, Cawthon, & Dawson, 2013; Posnanski, 2002).
In this study, in-service and pre-service teachers attended course designed to model inquiry-based instruction and encourage reflection on these experiences. Results from pre-post surveys, daily reflections, and a follow-up survey indicated pre-service and in-service teachers benefited from the course. Confidence for implementing PBL components tended to increase, though this was most pronounced with in-service teachers. Most dissatisfaction came from content requirements specific to the course.