Professional Development for High School Physics Teachers: Does It Matter?

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-6 - Teacher Professional Development and Teacher Preparation

Abstract

Does in-service teacher professional development (PD) make a difference? The research investigated typical physics classrooms across a large intact state-wide population relating findings to teacher’s experienced PD. As part of a larger mixed method study, 34 classrooms were visited before and during the PD program experiences. Results of the visits found the physics focused PD fostered significant differences in the way physics teachers structured their classrooms, conducted teaching, and engaged students in learning. The findings were supported in each of the three parallel studies conducted using a convergent parallel research design. The results provided a unique picture of interrelated variables concurrently affecting physics teaching and implications for addressing in-service physics teachers’ professional development needs.

Authors

• Dennis Sunal, The University of Alabama

• Cynthia S. Sunal, The University of Alabama

• Marsha Emelene Simon, The University of Alabama

• James Wl Harrell

• Tara Y Ray, Univsersity of Alabama

• Justina Ogodo, The Ohio State University

• Mohan D Aggarwal, Alabama A&M University

• Barbara Cady

• Sarah C Davis, The University of Alabama

• Jeanine Irons