Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers

By J. Luft. 2001

353 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/00927d41ed6b1f0cbd7435faea7a8b12ea5289b4

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In Education

1. Daniel Capps
2. B. Crawford
3. M. Constas
4. M. Zion
5. R. Mendelovici
6. M. Gunel
7. Ellen Granger
8. Recai Akkuş

In General Agricultural and Biological Sciences

1. Daniel Capps
2. B. Crawford
3. M. Constas
4. M. Zion
5. R. Mendelovici
6. Ellen Granger
7. Funda Savaşçi
8. Brian Hand

Citations in the corpus

• The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007, background): “Although modest gains have been made through inquiry professional development (Bazler, 1991; Caton, Brewer, & Brown, 2000; Jeanpierre, Oberhauser, & Freeman, 2005; Loucks-Horsley, Hewson, Love, & Stiles, 2003; Luft, 2001), traditional instruction often remains the standard in high school science cla”
• Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Reflection has been fostered in teacher professional development as a way for teachers to examine their beliefs and practices (e.g. Blanchard 2006; Borko 2004; Luft 2001).”
• Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences? (2007, background): “Luft found that novice teachers’ beliefs changed more than their classroom practices; on the other hand, experienced teachers tended to change classroom practices rather than beliefs. However, there is also a need for a detailed investigation of students’ performances during the implementation of su”
• Teaching and Learning About Inquiry: Insights and Challenges in Professional Development (2007, background): “Furthermore, most professional development opportunities that are short term in nature do not provide experiences that initiate a change in teachers’ beliefs and practices (Luft, 2001; Rhoton et al., 1999; Supovitz & Turner, 2000).”
• Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “2015) to foster the professional development of both the beginning teachers as well as their more experienced colleagues (Luft 2001).”
• Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “See Ackerson and Hanuscin (2007), Bryan (2003), Crawford (2007), and Luft (2001) for further description of the relationship between knowledge and beliefs and teachers’ classroom practice related to inquiry and NOS.”
• Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “Beliefs influence the myriad of decisions that teachers make (Pajares, 1992); yet, we do not fully understand how beliefs impact practice (Kagan, 1992; Luft, 2001; Richardson, 1996).”
• Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “2010); (b) curriculum (Cronin-Jones 1991); (c) goals of science education (McIntosh and Zeidler 1988); (d) inquiry (Luft 2001; Wallace and Kang 2004); (e) nature of science (Gess-Newsome and Lederman 1995; Hashweh 1996; Lederman 1999; Lederman and Zeidler 1987); (f) reform (Haney et al.”
• Moving from structured to open inquiry: Challenges and limits (2012, background): “Instead of explaining, demonstrating and correcting, the teacher must place more emphasis on guiding the student’s active learning process (Luft, 2001; Rossman, 1993).”
• Characteristics of professional development that effect change in secondary science teachers' classroom practices (2005, background): “Professional development opportunities should ‘‘contain follow-up experiences with multiple opportunities for interaction’’ (Luft, 2001, p. 552).”
• A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “A final study examined teacher pedagogical philosophies using pre–post-interviews (Luft 2001).”