caa a22 4500 445319747 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20110201xx s 000 0 eng 10.1007/s10972-010-9224-x doi (NATIONALLICENCE)springer-10.1007/s10972-010-9224-x Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice [Elektronische Daten] [Gregory Rushton, Christine Lotter, Jonathan Singer] This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers' beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a "phenomena first” approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers' practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed. The Association for Science Teacher Education, USA, 2010 Professional development nationallicence Science education reform nationallicence Teacher beliefs nationallicence Inquiry instruction nationallicence Theory to practice nationallicence Rushton Gregory Department of Chemistry and Biochemistry, Kennesaw State University, 1000 Chastain Road, SC 435 Mail Stop 1203, 30144, Kennesaw, GA, USA aut Lotter Christine College of Education, University of South Carolina, 223 Wardlaw, 29208, Columbia, SC, USA aut Singer Jonathan University of Maryland, Baltimore County, 1000 Hilltop Circle, Academic IV, A wing, Room 418, 21250, Baltimore, MD, USA aut Journal of Science Teacher Education Springer Netherlands 22/1(2011-02-01), 23-52 1046-560X 22:1<23 2011 22 10972 https://doi.org/10.1007/s10972-010-9224-x text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-010-9224-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Rushton Gregory Department of Chemistry and Biochemistry, Kennesaw State University, 1000 Chastain Road, SC 435 Mail Stop 1203, 30144, Kennesaw, GA, USA aut NATIONALLICENCE 700 1- Lotter Christine College of Education, University of South Carolina, 223 Wardlaw, 29208, Columbia, SC, USA aut NATIONALLICENCE 700 1- Singer Jonathan University of Maryland, Baltimore County, 1000 Hilltop Circle, Academic IV, A wing, Room 418, 21250, Baltimore, MD, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/1(2011-02-01), 23-52 1046-560X 22:1<23 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer