Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement
Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement
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教师研究经历（RET）：动机、期望以及因专业项目参与而导致的教学实践变化
DOI：
10.1007/s10972-009-9167-2
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发表时间：
2010
影响因子：
1.9
通讯作者：
Crissie M. Grove
中科院分区：
文献类型：
--
作者：
M. Pop;Patricia Dixon;Crissie M. Grove
这项研究调查了教师参与为期 6 周的夏季专业发展计划后的动机、期望和教学实践的变化。参与者 (n = 67) 参加了东南部一所主要大学的教师研究经验 (RET) 项目。通过调查和访谈收集数据来回答以下研究问题：(1) 谁参加了 RET 项目？ (2) 小学教师与中/中学教师参加 RET 项目的动机以及对该项目的期望有何不同？ (3) 在因参加 RET 课程而实施教学实践改变方面，小学教师与初中/中学教师有何不同？调查结果表明，小学教师和中学教师对项目的期望以及教学实践的变化存在显着差异。访谈结果为调查结果提供了支持。结合当前研究结果讨论了对专业发展和科学教师教育的影响。
This study investigated teachers’ motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the following research questions: (1) Who attends the RET program? (2) In what ways do elementary teachers differ from middle/secondary teachers with respect to their motivation for attending the RET program and their expectations about the program? (3) In what ways do elementary teachers differ from middle/secondary teachers with respect to implementing changes to their teaching practices due to RET program attendance? Survey results indicated significant differences between elementary teachers and secondary education teachers with respect to their expectations about the program, and changes to their teaching practices. Interview results provided support to survey findings. Implications for professional development and science teacher education are discussed in relationship with the current study findings.