An examination of the long-term effects of a teacher professional development in inquiry science

Abstract

Although many studies have looked at changes in teacher knowledge, beliefs, and behavior over the course of professional development programs, long-term follow-up remains rare. In this case study of the long-term effects of a high-quality year-long professional development in inquiry science, we administered the same instruments to the same teachers (N = 23) before and after the professional development and 2.5 years after the professional development ended. We also interviewed the teachers about factors that enhanced or impeded PD implementation. The teachers demonstrated pre- to post-professional development gains on instruments examining inquiry-based teaching knowledge, content knowledge (marine science), and self-efficacy. Although declines were expected due to the lack of follow-up, results varied over instruments. The teachers’ scores dropped significantly on all of the measures that showed a pre- to post-professional development gain, but remained significantly above pre-professional development baseline levels at the long-term follow-up time point. On the pedagogical content knowledge instrument the teachers’ scores grew significantly from the post-professional development to the follow-up time point. Interviews revealed a sustained highly positive response to the professional development with self-reported gains in confidence, inquiry and content knowledge, and modest to substantial changes in teaching practice attributed to the intervention. While explicit use of professional development pedagogy and activities declined over time, aspects of the pedagogical approaches became embedded in teachers’ practices. This case study emphasized the need for long-term support of teachers to sustain change over time and has implications for interpreting the outcomes of professional development.