Essential aspects of teacher professional development: Making research participation instructionally effective

Resource Type
  • Southerland, Sherry (Florida State University)
Publication Date
Funding Reference
  • National Science Foundation
    • Award Number: Award Number
  • Abstract

    Current reform efforts in science place a premium on student sense making and participation in the practices of science. Given the disparity between these activities and current teaching practices, effective means of professional development around such practices must be identified. We use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences. Findings suggest that participation in RET shape science teacher practice and beliefs, which in turn influence practice. Essential features of RET include engaging teachers socially in the research context and in research projects that are personally relevant to them. The model suggests ways to maximize the professional development potential of RET intended to support engagement in disciplinary practices.
  • Is cited by
    DOI: 10.1002/sce.21127 (Text)
  • Is cited by
    DOI: 10.1177/2332858416674200 (Text)
  • ENDERLE, PATRICK, MICHAEL DENTZAU, KATRINA ROSELER, SHERRY SOUTHERLAND, ELLEN GRANGER, ROXANNE HUGHES, BARRY GOLDEN, and YAVUZ SAKA. “Examining the Influence of RETs on Science Teacher Beliefs and Practice.” Science Education 98, no. 6 (November 2014): 1077–1108.
    • ID: 10.1002/sce.21127 (DOI)
  • Southerland, Sherry A., Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, and Miray Tekkumru-Kisa. “Essential Aspects of Science Teacher Professional Development.” AERA Open 2, no. 4 (October 2016): 233285841667420.
    • ID: 10.1177/2332858416674200 (DOI)

Update Metadata: 2020-05-25 | Issue Number: 1 | Registration Date: 2020-05-25