Exploration of a Growth Model for Skills Acquired in Professional Development of Guided Scientific Inquiry Instruction

• In Event: 66.044 - Diverse Contexts in Professional Development for Science Education

Abstract

The trajectories of change in teachers’ guided scientific inquiry instruction were examined across summer professional development and on-going instructional coaching delivered via distance technology in a sample of rural science teachers (N=112) using a piece-wise model. Two distinct pathways of change in guided inquiry instruction were identified: highly increasing (from 22% to 66%) and stable (approximating 70%) pathways. Highly increasing change took place following summer professional development, while guided inquiry instruction during the ongoing instructional coaching during the academic year was not changing and maintained at approximately 70% of the total instructional time. Results highlight the role of both summer professional development and ongoing instructional coaching in development of guided scientific inquiry instruction.

Authors

• Irina Kalutskaya, University of Nebraska - Lincoln

• Gina Michelle Kunz, University of Nebraska - Lincoln

• Brandi Leigh Berry, University of Nebraska - Lincoln