Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachers
This two-year, mixed-methods study explored teacher learning during a yearlong professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these changes in the year following the programme. Fifteen fourth-grade through sixth-grade teachers from three low-performing US schools participated.
The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these changes in the year following the programme.