Learning from a State Professional Development Conference for Science Teachers: Beginning Secondary Science Teachers’ Experiences

Abstract

ABSTRACTAlthough there is growing understanding of beginning secondary science teacher learning and development in the United States, little is known about their learning experiences at professional development (PD) conferences. To increase knowledge in this area, this study investigated the experiences of 68 beginning secondary science teachers at a state conference for science teachers. Free-choice learning was the theoretical perspective in this qualitative study, and data consisted of surveys, written reflections, interviews, and classroom observations. Findings in the domains of conference experience, alignment, lifelong learning, and classroom implementation suggested that the conference facilitated the beginning science teachers’ learning about inquiry, nature of science, and problem-based learning. Additionally, the data revealed that the conference served as a type of differentiated PD as the teachers selected sessions based on personal interests and relevance. Although the beginning teachers were eager to attend future conferences, their desire to present at future conferences was mitigated by their limited years of teaching experience. The participants’ positive experiences suggest that teacher educators should encourage new science teachers to attend science teacher conferences, induction specialists should leverage existing conference structures, and policymakers and school division personnel should provide support for beginning teachers to attend conferences. Maximizing the potential of science teacher conferences could provide an efficient form of ongoing, differentiated PD for beginning teachers.