The Role of Professional Development in Promoting Teacher Efficacy and Inquiry Instruction

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

Federal education policies have increased attention on science education and achievement, coinciding with a push within the science education community for increased inquiry-based instruction. These changes have resulted in significant investment in professional development designed to provide teachers with the knowledge and skills needed to foster the use of inquiry-based instructional strategies. This paper examines the impact of a teacher professional development program on teachers’ efficacy and confidence beliefs, and the extent to which they are associated with the use of inquiry practices. Results suggest efficacy and confidence are significant correlates of inquiry characteristic of scientific thinking and authentic research experiences, and changes in teacher beliefs following professional development may contribute to effective instructional practice and greater use of inquiry.

Authors

• Clay Aschliman, Virginia Commonwealth University

• Lisa M. Abrams, Virginia Commonwealth University

• Patricia Slattum, Virginia Commonwealth University