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

• In Event: In the Long Run: Long-Term Studies of Teacher Learning

Abstract

Although many studies have looked at changes in teacher knowledge, attitudes, and behavior during the course of professional development (PD) programs, long-term monitoring is rare. This is a case study of the long-term effects of a year-long PD in inquiry science. Teachers demonstrated pre- to post-PD gains on instruments examining content and pedagogical content knowledge and self-efficacy. This study administered the same instruments to teachers three years after the PD ended. Although declines were expected, teachers unexpectedly returned to baseline on pedagogical content knowledge. Although small, this study emphases the need for long-term support of teachers to sustain change over time and has implications for interpreting the results of PD.

Author

• Joanna Philippoff, University of Hawaii - Manoa