Paper Summary

Direct link:

Creating Reform Through Supporting Physics Teachers' Development of Pedagogical Content Knowledge

Sun, April 11, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), Division K, Division K - Section 1 Paper and Symposium Sessions


This mixed methods study examined the impact physics-focused professional development addressing physics content and pedagogical content knowledge had on high school physics teaching using a sample of 41 inservice physics teachers from a statewide, diverse population. Observers visited sample teacher’s classrooms multiple times on consecutive days over three years during continuing professional development experiences. Results of observer visits found the professional development fostered significant differences among the teachers in the way they structured their classrooms, conducted teaching, and in their pedagogical content knowledge. The results provide a rationale for continued professional development focused on reform among inservice physics teachers.