1、Sustaining Professional Development: The Influence of a Research-Based Rationale on Science Teachers Beliefs and Practices,Thomas J. Diana, Jr., Ph.D. Department of Education Utica College2005 ASTE-NE Conference Amherst, MA,Overview,Rationale for study Goals of study Context of study Research questi
2、ons Description of study research methodology Major findings elicited from study Implications for science teacher education Future research considerations Questions,Rationale for Study,Current national reform priority in science education Performance of U.S. students in mathematics and science Role
3、of teachers in the reform processResearchers have argued that teacher education programs can and do play a fundamental role in recruiting, preparing and supporting future teachers in becoming effective school leaders (Luft and Cox, 2001; Luft and Patterson, 2002). Research has also shown the strong
4、influence of teachers beliefs on classroom practices and the overall teacher change process (Nespor, 1987; Pajares, 1992; Richardson, 1996).Past research has proposed that learning to teach takes place along a continuum of professional development experiences (Feiman-Nemser, 2001; Wilson, Floden, &
5、Ferrini-Mundy, 2002).,The Role of Research in Science Teaching,Researchers have documented much of what has become known as “best practice” in teaching. “Effective science teachers promote learning by understanding and using research and practices known to work” (Penick & Harris, 2005).The goal of t
6、he research-based rationale (RBR) experience is for science teachers to learn how to find, combine, and use these findings systematically to inform, guide, and ultimately improve their teaching performances.,Goals of Study,the exploration of science teachers current teaching beliefs and practices at
7、 key stages of the teacher development continuum Preservice Teachers (PT) Induction Teachers (ITs) (Years 1-4) Post-induction Teachers (PITs) (Years 5+)the examination of how these beliefs and practices are influenced by both the RBR and by other factors within the school environment,Context of Stud
8、y,Sample - twelve research participants Three (3) cohorts of four (4) individuals who were at various stages of the science teacher development continuum (PTs, ITs, PITs). Each participant was currently enrolled or previously graduated from a secondary science teacher education program (SSTEP) at a
9、private doctoral granting institution in the Northeast U.S.,Research-Based Rationale,Each preservice student in the SSTEP program composes and orally defends their RBR for teaching science. RBR typically includes the following sections: goals for science instruction student actions consistent with t
10、hese goals teacher behaviors that will lead to the attainment of these goals student assessment and teacher self-evaluation related to these goals and actions (Tillotson & Diana, 2005)Each of these four components are research-supported.,Implementation of the Research-Based Rationale,Goal articulati
11、on A scenario is posed in which they are asked to picture themselves as a seasoned veteran in science teaching with ten years of experience Goal reduction Students reduce the list to a set of goals that the entire class must agree on as being the most essential Connecting goals to a rationale Determ
12、ine the student actions and experiences that are most appropriate if the specified goals are to be met Exit interview Students verbally articulate the ideas they have written about in their RBR,Research Questions,How are personal beliefs and practices expressed in science teachers RBR reflected in t
13、heir current curriculum materials, science teaching strategies, assessment practices and classroom behaviors? What effect do current Secondary Science Teacher Education Program (SSTEP) students and graduates perceive the RBR experience having on their development as science teachers? At various stag
14、es of teacher development, what factors support or impede the teaching of science according to the teachers original RBR? A) To what extent do science teachers critically reflect on their work?To what extent are science teachers beliefs and practices influenced by education research at the various s
15、tages of teacher development?,Research Methodology,Qualitative research methods To determine accurately the preservice and beginning teachers beliefs and practices, multiple measures consisting of a variety of data collection and analysis techniques was used (Bogdan & Biklen, 1998). The constant com
16、parative approach (Glaser & Strauss, 1967) was used in the process of collecting, organizing and analyzing the data.,Data Collection,In-depth, semi-structured interview -TPPI - Teachers Pedagogical Philosophy Interview (Richardson and Simmons, 1994) Classroom observation - STAM - Secondary Teaching
17、Analysis Matrix (Gallagher and Parker, 1995) RBR documentsDocument analysis (lesson/unit plans, classroom artifacts, and curriculum materials)Journal entries (pre and post instruction),Data Analysis,Data was continuously analyzed as it was collected beginning with PT cohortThe research questions for
18、med the initial categories of data classification Data was reviewed in search of key issues and recurrent events that then became categories of focus More categories emerged as more data were analyzed New themes were defined or redefined as more data were collected and analyzed,Major Findings,The de
19、velopment of and defense of the RBR for teaching science is perceived as one of the most influential aspects of the SSTEP program in preparing future science teachers to be successful in the classroomeach of the participants in the study reported the development of a teaching rationale as a highly e
20、ffective experience in getting them to shape their pedagogical beliefs and practices,Major Findings,Original RBR documents and TPPI interviews revealed that all of the PTs, ITs and PITs who participated in the study held conceptual and constructivist philosophies. STAM analysis and observational fie
21、ld notes revealed that five out of twelve individuals displayed teaching practices that are consistent with their teaching beliefs.,Major Findings,Many teacher beliefs and proposed teacher actions described in their original RBR document were not displayed in their current classroom practiceMy ratio
22、nale paper was a dream world. What things would look like and what I think a good classroom environment would look like. And my rationale for what I do now is a major compromise based upon what things Ive already tried in here. Things that dont work versus things that do work. (Nick - 9th grade eart
23、h science teacher) Participants from all three cohorts described several social and cultural factors having an influence on their actual classroom practice.,Factors Influencing Instruction,Social and cultural factors expressed as having an influence on their current teaching practices include: Admin
24、istrative pressure Unmotivated/uninterested students State learning standards and assessments Instructional time constraints Departmental influence Classroom management struggles Differences among mentor teachers philosophy,Conclusions,The findings of this study provide an understanding of how indiv
25、idual science teachers beliefs and practices are affected by the experience of developing the RBR for teaching science. The data yielded thus far provides a deeper understanding of the extent to which science teachers at three key levels are influenced by one professional development experience duri
26、ng their preservice education. PTs struggled the most to maintain student-centered practices. ITs had the most success in maintaining their student-centered practices. PITs also experienced difficulty in maintaining their student-centered practices. This study calls for science teacher educators to
27、begin examining the impact of specific professional development experiences their preservice teacher preparation programs offer and determine the influence(s), if any, they have on science teachers throughout their career.,Implications,Teachers do play a crucial role in education and the reform proc
28、ess. Teacher education needs to be focused primarily on research. More in-depth, longitudinal studies Greater dissemination of results Standards in science teacher educationIncreased research studies on induction and mentoring programs for graduates of teacher education programs to examine how to be
29、st support beginning science teachers.,Future Research Considerations,Examine how the RBR is implemented into the SSTEP and determine ways in which the experience can have lasting effects throughout science teachers careers. Examine how social and cultural factors can be diminished so that cohesion may take place between science teachers RBR and their classroom practice. Examine how science teacher educators can continually support past graduates.Examine further the impact of research on science teachers beliefs and practices.,Questions,
