PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS FOR INQUIRY INSTRUCTION

Umesh Ramnarain, Daniel Capps, Ying Shao Hsu

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Professional development (PD) is a well-recognized way of supporting teachers in both learning about and through inquiry. This chapter presents a critical review of research on the PD of science teachers related to inquiry instruction. Using procedures developed in a 2012 review by Capps, Crawford and Constas, the chapter extends the original review to cover the last decade of empirical research on inquiry PD. In addition, due to recent literature and other trends in PD, two new features are included in the review, namely collaborative community and blended learning. The chapter also identifies and discusses features of professional development that complement each other in leading to learning outcomes.

Original languageEnglish
Title of host publicationHandbook of Research on Science Teacher Education
PublisherTaylor and Francis
Pages273-286
Number of pages14
ISBN (Electronic)9781000567984
ISBN (Print)9780367565831
DOIs
Publication statusPublished - 2022 Jan 1

ASJC Scopus subject areas

  • General Social Sciences

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