The Impact of Physics-Focused Professional Development on Advanced Placement Physics Teachers

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

There is a critical need to improve the pedagogical content knowledge of in-service physics teachers because of the large population of under-qualified teachers in the physics classroom. The need is even greater for the advanced placement physics teacher because of the level of rigor involved in the AP curriculum. This case study represents initial empirical evidence of the influence of intervention on the instructional practice of AP physics teachers. Seven teachers who experienced additional physics-focused professional development were compared with seven teachers who had little or no additional in-service physics focused training. The result indicated that there was a large treatment effect difference between the two groups and that participants in the training increased their PCK level after the intervention.

Author

• Justina Ogodo, The Ohio State University