The Impact of Video-Based Professional Development on Instruction

• In Event: 72.045 - The Impact of Video-Based Professional Development on Instruction

Abstract

Attaining the vision for science teaching and learning emphasized in the Framework for K-12 Science Education (NRC, 2012) and the Next Generation Science Standards require major shifts in teaching practices in many science classrooms. The video-based professional development in this study aimed to support teachers’ learning to effectively orchestrate the enactment of NGSS-inspired, cognitively demanding tasks in their classrooms. The study goal is to examine the effects of this PD on teachers’ instructional practices. Analyses indicate that PD-participants began to use instructional moves associated with maintaining high-levels of student thinking during the enactment of cognitively demanding tasks. Moreover, participants’ self-reports suggested that PD helped them to assess the extent to which they were able to maintain high-levels of student thinking.

Authors

• Miray Tekkumru-Kisa, Florida State University

• Mary Kay Stein, University of Pittsburgh