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Abstract This two‐year school‐wide initiative to improve teachers' pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based. Keywords: Elementary schoolInquiry‐basedInquiry‐based teachingIn‐serviceProfessional developmentTeacher development
Brand et al. (Mon,) studied this question.