The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.
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Acknowledgments
This material is based upon work supported by the National Science Foundation under Grant No. ESI-9554180. The authors wish to acknowledge the valuable contribution of Dona Kerlin, UNF Research Associate, for providing insights, identifying resources, and editing the manuscript and Richard M. Smith for assisting with data analysis.
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Appendix: Teacher Research Update Experience, Summer 2000 Survey Form
Appendix: Teacher Research Update Experience, Summer 2000 Survey Form
Please indicate your response that most fits your level of agreement with each of the following statements:
1. | The classroom technology experiences in the TRUE program were outstanding. | A | B | C | D |
2. | The research laboratory experiences in the TRUE program were exceptional. | A | B | C | D |
3. | The lectures in the TRUE program provided useful information. | A | B | C | D |
4. | The field trip experiences in the TRUE program were excellent. | A | B | C | D |
5. | The sharing sessions in the TRUE program were outstanding. | A | B | C | D |
6. | The classroom technology experiences in the TRUE program will help me in my professional development. | A | B | C | D |
7. | Working with other teachers in the TRUE program has made me more knowledgeable of other subject areas. | A | B | C | D |
8. | The research laboratory experiences in the TRUE program have increased my understanding of current research techniques. | A | B | C | D |
9. | The lectures in the TRUE program raised my awareness of current scientific information. | A | B | C | D |
10. | I plan to continue networking with other TRUE participants as part of my professional development. | A | B | C | D |
11. | The classroom technology experiences in the TRUE program will positively affect my teaching strategies. | A | B | C | D |
12. | The ideas from the sharing sessions in the TRUE program will definitely influence my teaching style. | A | B | C | D |
13. | My overall experiences in the TRUE program will influence me to use more research-based activities in my classroom. | A | B | C | D |
14. | The technology experiences in the TRUE program will positively impact student learning in my classroom. | A | B | C | D |
15. | Interacting with teachers in the TRUE program has provided me with useful techniques to use with my students. | A | B | C | D |
16. | My overall experiences in the TRUE program have inspired me to guide my students toward higher education. | A | B | C | D |
17. | Focusing on my own learning in the TRUE program has been beneficial to me. | A | B | C | D |
18. | I have developed new interests as a result of my TRUE experiences. | A | B | C | D |
19. | My overall experiences in the TRUE program have given me new perspectives on higher education. | A | B | C | D |
20. | If I had the opportunity to participate in the TRUE program again, “I would.” | A | B | C | D |
21. | I would recommend the TRUE program to my colleagues. | A | B | C | D |
This manuscript was accepted under the editorship of Craig Berg and Larry Enochs.
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Barnes, M.B., Hodge, E.M., Parker, M. et al. The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers. J Sci Teacher Educ 17, 243–264 (2006). https://doi.org/10.1007/s10972-006-9007-6
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DOI: https://doi.org/10.1007/s10972-006-9007-6