How Do Professional Development and Implementation of Reform‐Based Curriculum Affect Teacher Attitudes and Confidence to Implement the Reform?

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-2 - Exploring Teacher Identity in Response to In-Service Professional Development

Abstract

Teachers’ attitudes toward standards reform influence the way reform is implemented in classrooms. As a state prepares to adopt reform-based science standards which emphasize student engagement in the practice of doing science (NGSS), what are teachers’ attitudes toward this reform? How confident are teachers in their ability to teach as called for by these standards? How do teacher attitudes and confidence change as teachers learn through professional development, developing curriculum, and pilot testing curriculum that is aligned with the standards? Of 49 teachers, over 90% supported transitioning to NGSS before and after in-depth professional development, but teachers’ self-confidence to implement NGSS-aligned curriculum declined after teachers pilot tested NGSS-aligned curriculum. We explore reasons for these trends, and implications for professional development.

Authors

• Brenda Gail Bergman, Michigan Technological University

• Stephanie Tubman, Michigan Technological University

• Jacqueline Huntoon, Michigan Technological University