The Role of Professional Development in Promoting the Use of Inquiry in the Classroom

• In Event: Inquiry-Based Professional Development in Science

Abstract

Federal education policies have increased attention on science education and science achievement. This effort has coincided with a push within the science education community for instruction focused on inquiry to improve students’ science outcomes. These changes have required significant investment in professional development. This paper examines the impact of a teacher professional development program on teachers’ efficacy and confidence beliefs, and the extent to which they are associated with the use of inquiry practices. Results suggest efficacy and confidence are significant correlates of inquiry-based instructional strategies characteristic of scientific thinking and authentic research experiences. Additionally, results suggest that changes in teacher beliefs and outcomes of professional development programs contribute to effective instructional practice and greater use of inquiry.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Sarah Conklin, Virginia Commonwealth University

• Clay Aschliman, Virginia Commonwealth University

• Patricia Slattum, Virginia Commonwealth University