Teachers’ Transformation to Inquiry-Based Instructional Practice

Abstract

This collective case study examines secondary science teachers' responses to a professional development program designed to assist in the transformation of inquiry belief structures and inquiry instructional practices. These teachers were participants in a year-long professional development institute that focused on increasing the quantity and quality of inquiry in secondary science classrooms. This multi-case design examines multiple data sources in order to answer the following research question: How do the beliefs and practices of teachers regarding inquiry-based instruction evolve over the year of intervention? Par-ticipants were selected using the data from an inquiry observational protocol to represent a variety of abilities and beliefs regarding inquiry instructional practice. The results provide insights into teachers' be-lief structures and classroom structure related to inquiry instruction. Further, we detail the role of the pro-fessional development experience in facilitating transformation of classroom practice. Implications for how professional development programs are developed and led are provided.