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Journal of Science Teacher Education

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01-03-2010

Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement

Authors: Margareta M. Pop, Patricia Dixon, Crissie M. Grove

Published in: Journal of Science Teacher Education | Issue 2/2010

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Abstract

This study investigated teachers’ motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the following research questions: (1) Who attends the RET program? (2) In what ways do elementary teachers differ from middle/secondary teachers with respect to their motivation for attending the RET program and their expectations about the program? (3) In what ways do elementary teachers differ from middle/secondary teachers with respect to implementing changes to their teaching practices due to RET program attendance? Survey results indicated significant differences between elementary teachers and secondary education teachers with respect to their expectations about the program, and changes to their teaching practices. Interview results provided support to survey findings. Implications for professional development and science teacher education are discussed in relationship with the current study findings.

next article Creating Participatory Discourse for Teaching and Research in Early Childhood Science

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Title: Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement
Authors: Margareta M. Pop
Patricia Dixon
Crissie M. Grove
Publication date: 01-03-2010
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 2/2010
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9167-2

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Other articles of this Issue 2/2010

Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

Erratum to: What Are They Thinking? The Development and Use of an Instrument That Identifies Common Science Misconceptions

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Erratum to: Videoconferencing in Math and Science Preservice Elementary Teachers’ Field Placements

Creating Participatory Discourse for Teaching and Research in Early Childhood Science

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