Honors Program Theses
Award/Availability
Open Access Honors Program Thesis
First Advisor
Dawn Del Carlo
Keywords
Science teachers--Training of; Science teachers--Attitudes;
Abstract
The effect of professional development preference, in relation to its effect on teacher practices and beliefs, has not been well studied. In order to better understand this dynamic, a nationwide online survey was developed and sent to secondary science teachers. The findings of this survey indicate a relationship does exist, but only within specific practices. During analysis, teachers were grouped by preference of professional development type including collaboration, reflection, conducting research, and professional development (such as conferences and workshops). Significant differences emerged from each group and implications for effective professional development practices will be addressed.
Year of Submission
2017
Department
Science Education Program
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
Date Original
2017
Object Description
1 PDF file (57 pages)
Copyright
©2017 - Jessica Marie Wayson
Language
EN
File Format
application/pdf
Recommended Citation
Wayson, Jessica Marie, "Connections between science teachers' professional development preferences and their teaching practices and beliefs" (2017). Honors Program Theses. 263.
https://scholarworks.uni.edu/hpt/263
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
