Teachers' salient beliefs about a problem-solving demonstration classroom in-service program

Abstract

Each year science teachers have the opportunity to participate in a variety of in-service pro- grams, with the most traditional yearlong in-service agendas consisting of a preprogram, program, and follow-up program. One alternative to the traditional program is the inclusion of demonstration classrooms within the follow-up segment. This study specifically explored the beliefs of in-service teachers about one such program; the Problem-Solving Demonstration Classroom in-service program. To capture participants' beliefs, open-ended interviews, focus groups, and observations were conducted throughout a yearlong Problem-Solving Demonstration Classroom in-service program. The collected data were inductively ana- lyzed to identify the salient beliefs of participants. The results of this study suggest that the Problem- Solving Demonstration Classroom in-service program provided participating teachers an opportunity to address their instructional needs pertaining to problem solving, develop a view of the student in the con- text of problem solving, redefine their understanding of problem solving, reflect upon their own instruc- tional practice, and engage in a collegial and mentoring dialogue with peers. This preliminary investiga- tion suggests that the demonstration classroom program may be one variation to the traditional yearlong in-service program that is worthy of further exploration. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 141 - 158, 1999 The current menu of professional development strategies for science educators includes conventions, workshops, institutes, in-service programs, and academic coursework. In the Unit- ed States, these programs are often supported by the Department of Education's Dwight D. Eisenhower mathematics and science funds; Regional Educational Laboratories; National Sci- ence Foundation's initiatives in science, mathematics, engineering, and technology; the Nation- al Diffusion Network; and major organizations (e.g., National Science Teachers Association, Na- tional Association of Biology Teachers). The funding provided by these organizations is often substantial. In 1992, the National Science Foundation allocated approximately $50 million to stimulate curricular content and pedagogical change in science and mathematics (Suter, 1993), while the Eisenhower program spent $246 million to improve the skills of teachers and quality of instruction in science and mathematics (Crudup, 1993). In addition to large-scale organiza- tions, regional agencies, state agencies, and local districts expend funds for the professional de- velopment of in-service teachers. The financial support provided for a variety of professional development activities is one indicator of organizational and agency commitment to the im- provement of mathematics and science education.