NDLI: Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?

Content Provider	Springer Nature Link
Author	Lotter, Christine Rushton, Gregory T. Singer, Jonathan
Copyright Year	2013
Abstract	The purpose of this study was to investigate high school teachers’ beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer institute as well as academic year support. The summer program included discipline-specific content lessons that utilized inquiry-based instruction, pedagogical practice involving the use of a summer high school enrichment program, and reflection on this practice-teaching in content area groups. Both in-depth qualitative interview and written reflection data were collected as well as data from the teachers’ classroom implementation of inquiry. Based on the analysis of the teachers’ interviews and classroom enactments, the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused. We used Windschitl’s (Rev Educ Res 72(2):131–175, 2002) four constructivist dilemmas as a framework to understand the teachers’ enactments. We describe the teachers’ beliefs and practices in each enactment category as well as the components of the professional development model that were important to making changes in the teachers’ practices. In the conclusion, we connect the enactment levels to the professional development experience and suggest future directions for professional developers to move teachers toward more integrated inquiry practices.
Starting Page	1263
Ending Page	1291
Page Count	29
File Format	PDF
ISSN	1046560X
Journal	Journal of Science Teacher Education
Volume Number	24
Issue Number	8
e-ISSN	15731847
Language	English
Publisher	Springer Netherlands
Publisher Date	2013-09-13
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Inquiry Professional development Teacher beliefs Science Education Teaching and Teacher Education
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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