Exploring a Model of Situated Professional Development: Impact on Classroom Practice

A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004 RoehrigGHLuftJAConstraints experienced by beginning secondary science teachers in implementing scientific inquiry lessonsInternational Journal of Science Education20042632410.1080/0950069022000070261[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Schneider et al. in J Res Sci Teach 42:283–312, 2005 SchneiderRMKrajcikJSBlumenfeldPEnacting reform-based science materials: The range of teacher enactments in reform classroomsJournal of Research in Science Teaching20054228331210.1002/tea.20055[Crossref], [Web of Science ®] , [Google Scholar]). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002 SawadaDPiburnMJudsonETurleyJFalconerKRussellBBloomIMeasuring reform practices in science and mathematics classrooms: The reformed teaching observation protocolSchool Science and Mathematics200210224525310.1111/j.1949-8594.2002.tb17883.x[Crossref] , [Google Scholar]) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.