Familiarizing science teachers with inquiry through a professional development program

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Published: Sep 12, 2024
DOI: https://doi.org/10.12681/codiste.7003
Keywords:
inquiry professional development teaching practices
Christina Tsaliki
University of Western Macedonia
Petros Kariotoglou
University of Western Macedonia
Abstract

In this work we study (as case) the patterns of a teachers’ practices who participated in a long-term Professional Development program, focusing on the introduction of innovative characteristics in teaching and learning Science, with main emphasis on inquiry. The aim of the study is, on the one hand, to verify the possibilities of our theoretical model to detect patterns of teaching practices, as well as their relationship with related views/knowledge and, on the other hand, the possibility of drawing, through this analysis, conclusions useful for teacher training.

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References
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