Connections between science teachers\u27 professional development preferences and their teaching practices and beliefs

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