An Examination of the Long-Term Effects of a Teacher Professional Development in Inquiry Science

• In Event: Consortium of State and Regional Educational Research Associations Distinguished Paper Session 2

Abstract

We administered the same instruments to the same teachers (N = 23) before and after a year-long professional development (PD) and 2.5 years later. The teachers’ scores dropped significantly on measures that showed a pre- to post-PD gain (inquiry-based teaching knowledge, content knowledge, and self-efficacy), but they remained significantly above pre-PD levels at the follow-up time point. Scores on the PCK instrument grew significantly post-PD to the follow-up. Follow-up interviews revealed a sustained highly positive response to the PD with self-reported gains in confidence, inquiry and content knowledge, and modest to substantial changes in teaching practice attributed to the intervention. While explicit use of PD pedagogy and activities had declined, aspects of the pedagogical approaches became embedded in teachers’ practices.

Authors

• Joanna Philippoff, University of Hawai‘i at Manoa

• George M. Harrison, University of Hawai‘i at Manoa

• Kanesa Seraphin, University of Hawai‘i at Manoa