Supportive conditions and mechanisms of teachers’ professional development on inquiry-based science teaching through a learning community

Journal article

Yang, Kuay-Keng, Hong, Zuway-R, Lee, Ling and Lin, Huann-Shyang. (2020). Supportive conditions and mechanisms of teachers’ professional development on inquiry-based science teaching through a learning community. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2020.1779051
AuthorsYang, Kuay-Keng, Hong, Zuway-R, Lee, Ling and Lin, Huann-Shyang
Abstract

Background and purpose: As clear mechanisms for motivating and engaging teachers in learning and working collaboratively with colleagues are scarce, this study explored supportive conditions of promoting teacher professional development on inquirybased science teaching in a Professional Learning Community (PLC) and examined how teachers’ professional development impacted their students’ learning outcomes. Design and methods: Two apurposively selected lead teachers along with their PLC colleagues and students participated in this study. Results: The qualitative results reveal that the interactive domain, in which PLC teachers work collaboratively in sharing teaching lessons and developing assessment items, plays a critical role in promoting their professional development. The quantitative results, indicating that the students of the two lead teachers outperformed their counterparts on scientific competencies, Provide support that advancement of teacher's professional development is beneficial to student learning outcome. Conclusion: These results strengthen our understanding of the essential supportive conditions and mechanisms that an effective model must have for teachers’ professional development, which can lead to better student learning outcomes.

Keywordsinquiry-based science teaching; mediated domain; professional development; professional learning community; scientific competencies
Year2020
JournalResearch in Science and Technological Education
PublisherRoutledge
ISSN0263-5143
Digital Object Identifier (DOI)https://doi.org/10.1080/02635143.2020.1779051
Scopus EID2-s2.0-85087364225
Page range1 - 22
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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