An Analysis of How an Inquiry-Based Professional Development Informed the Instructional Practices of Science Teachers
Emily A. Jackson-Osagie, Ph.D.
Abstract
This study explored how Project MISE, an inquiry-based professional development, impacted the instructional practices of science teachers. A qualitative research design was used for this study to collect data from ten Project MISE participants. The significant findings that emerged are presented as themes supported by the participants’ voices. These participants explained how Project MISE informed their instructional practices, which uncovered the emergence of the following themes: hands-on teaching and learning, the 5E instructional model, student-centered classrooms, changes in teaching style, and formative assessment. The participants provided compelling evidence that Project MISE had a profound impact on their instructional practices, thus, informing the necessary conditions for an effective inquiry-based professional development.