Elementary Teachers' Concerns About Implementing a Science Intervention

• In Event: Roundtable Session 5
  In Roundtable Session: Making Teacher Learning Visible

Abstract

Concerns are extensive when teachers are required to make changes in their classroom (Milner et al., 2011) and in turn, impact teachers’ instructional behaviors (Peers et al., 2003). To address concerns, teachers needed professional development, an understanding of the curriculum, and success in implementing the new strategies. The purpose of the study was to examine changes in teachers’ concerns during two years of embedded science professional development followed by one year in which the intervention was withdrawn. Teacher data were collected one year after the intervention was completed and compared to data previously collected during the two-year intervention. The results revealed that teacher concerns changed and became more focused on the program impact on students and less focused on self.

Authors

• Deborah D. Dailey, University of Central Arkansas

• Ann E. Robinson, University of Arkansas at Little Rock