Journal of Science Teacher Education

, Volume 17, Issue 3, pp 185–216

Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers

  • Christine Lotter
  • William S. Harwood
  • J. José Bonner

DOI: 10.1007/s10972-005-9002-3

Cite this article as:
Lotter, C., Harwood, W.S. & Bonner, J.J. J Sci Teacher Educ (2006) 17: 185. doi:10.1007/s10972-005-9002-3

This paper examines the summer component of a year-long professional development program. The program was developed based on recent models of effective professional development that indicate that teachers should guide the direction and focus of the professional development program. Specific activities in the summer program were adapted from a long-running, successful program for university faculty development. In this study we explore the conceptions of inquiry teachers developed during the program, as well as the products teachers created. The discrepancies between program goals and the teachers’ products and conceptions are described and reasons for these differences explored. The results suggest that engaging teachers in identifying key issues in their own professional development is an effective strategy.

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Christine Lotter
    • 1
  • William S. Harwood
    • 2
  • J. José Bonner
    • 3
  1. 1.Instruction and Teacher EducationUniversity of South CarolinaColumbiaU.S.A.
  2. 2.Department of Curriculum and InstructionIndiana UniversityBloomingtonU.S.A.
  3. 3.Department of BiologyIndiana UniversityBloomingtonU.S.A.