Teachers\u27 professional development experiences: Implications for teaching practice

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers\u27 professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers\u27 processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers\u27 professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers\u27 pedagogical content knowledge over time? In what ways does physical science professional development impact teachers\u27 curriculum decision-making processes over time? In what ways does physical science professional development support a teacher\u27s professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers\u27 professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is driven by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers\u27 practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents\u27 participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented