What is value of reform-oriented in-service teacher development attempts on inquiry teaching for pedagogically discontented science teachers? An expectancy-value perspective

Abstract

In this study we investigated the value of reform-oriented in-service teacher development attempts about inquiry-based teaching, focusing on those teachers that experience some degree of pedagogical discontentment. For this purpose we used case study approach to research the problem in detail and we purposively selected three science teachers who experienced moderate level pedagogical discontentment. Six means of data collection were employed; four questionnaires and two interviews. Inductive qualitative data analysis and cross-case analysis were employed. The findings showed two of the participants found graduate coursework as effective, useful, interesting, important and cost-effective (effort and time) for improving teaching ability regarding inquiry-based teaching. However one of the participants suggested the Scientific and Technological Research Council of Turkey programs as effective, interesting and useful attempts. For cost factor the participants underlined importance of long-term benefits of these attempts. One of the cases stated that scientific education congress, introduction meetings, on-line portals of Ministry of Education and written documents are cost-effective, but such efforts are not effective in engaging teachers in considering inquiry.