Examining the Impact of a Professional Development Course on STEM Teachers’ Acceptance of Problem-Based Learning

• In Event: Poster Session 14
  In Poster Session: Problem-Based Education SIG Poster Session: Problem-Based Learning in Teacher Education and Other University Contexts

Abstract

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.

Authors

• Christopher J. Mong, University of Arkansas at Little Rock

• Peggy A. Ertmer, Purdue University