Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Hsiao-Lin Tuan, Chung Chieh Yu, Chi Chin Chin

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers’ conceptions of inquiry-based teaching. Twenty-five in-service high school science and mathematics teachers participated in a 9 weeks, 4 h per week PD course. Data collection included the pre-post Inquiry Teaching Efficacy Questionnaire [ITEQ], teachers’ reflective journals posted on the MAIT website, teachers’ assignments requested by the course instructor, and follow-up teachers’ interviews. Findings revealed that both mathematics and science teachers’ conceptions of inquiry teaching show significant improvements after the course. The mixed delivery PD course had the same influence on science and mathematics teachers. The authentic video clips and lesson plans provided on the MAIT website and the specific feedback toward teachers’ performance are the main factors that shaped teachers’ inquiry-based teaching conceptions.

Original languageEnglish
Pages (from-to)1385-1401
Number of pages17
JournalInternational Journal of Science and Mathematics Education
Volume15
Issue number8
DOIs
Publication statusPublished - 2017 Dec 1

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Professional Development
website
mathematics
teacher
science
school
Teaching
mentoring
Conceptual Change
Self-efficacy
Influence
video clip
Questionnaire
Efficacy
Assignment
self-efficacy
instructor
questionnaire

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

Cite this

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