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

• In Event: Improving While Working: Developing In-Service Mathematics and Science Teachers

Abstract

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.

Authors

• Dennis Sunal, The University of Alabama

• Marsha E. Simon, University of West Georgia

• Cynthia S. Sunal, The University of Alabama