The Impact of a Professional Development Program and Resulting Context Variables on Elementary Teachers' Practice

• In Event: Roundtable Session 5
  In Roundtable Session: Longitudinal Professional Development for Teacher Learning

Abstract

This case study investigated how context variables influenced the impact of a longitudinal professional development (PD) program on the participant teachers’ practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers’ practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level.

Author

• Sandra Lynn Yarema, Wayne State University