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Target Inquiry: A Case for Quality Professional Development

Target Inquiry: A Case for Quality Professional Development

Tanya Gupta, Deborah Herrington, Ellen J. Yezierski
Copyright: © 2018 |Pages: 34
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch021
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MLA

Gupta, Tanya, et al. "Target Inquiry: A Case for Quality Professional Development." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 383-416. https://doi.org/10.4018/978-1-5225-3068-8.ch021

APA

Gupta, T., Herrington, D., & Yezierski, E. J. (2018). Target Inquiry: A Case for Quality Professional Development. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 383-416). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch021

Chicago

Gupta, Tanya, Deborah Herrington, and Ellen J. Yezierski. "Target Inquiry: A Case for Quality Professional Development." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 383-416. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch021

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Abstract

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

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