Development and evaluation of a model for secondary evolution educators' professional development needs

Abstract

Background: Professional development (PD) efforts have improved acceptance and pedagogical practice related to the theory of evolution in high school biology teachers. However, these teachers express need for more PD related to evolution. It therefore becomes necessary to understand teachers' PD needs prior to structuring PD efforts. Methods: We formulated and validated a model to explain secondary teachers' PD needs using data from a survey of 276 secondary biology teachers who reported teaching evolution. Results: In addition to reliable subscales, we found that obstacles to teaching evolution, school and community support for evolution instruction, confidence in evolution instruction, and prior coursework in evolution provide a model for PD needs which balances fit and parsimony. Conclusions: Applications of this model toward the goal of targeting PD efforts are discussed.