Teachers’ Beliefs Shift Across Year-Long Professional Development: ENA Graphs Transformation of Privately Held Beliefs Over Time

Abstract

While classroom teachers are continuously trying to improve their instruction to increase student learning and engagement, dissatisfaction with professional development initiatives are often reported. Researchers examined the extant professional development literature and utilized the following distinct elements in this research design: a) teacher voice; b) teacher collaboration; c) critical reflection; and d) extended professional development time. In addition, the importance of alignment between teachers’ beliefs and the focus of professional development initiatives should not be underestimated. These five elements frame this mixed method study that is undergirded by a qualitative, multi-tiered data analysis of eight data sources including assessments of teacher’s beliefs and understanding of Problem-based Learning tenets as they navigate shifts in their classroom. This study is supported by a “beliefs of practice structure” framework [1] that includes both the teachers’ professed beliefs and their enacted beliefs, or pedagogical beliefs. Epistemic Network Analysis quantified the qualitatively coded data into visual graphs depicting teacher’s beliefs of practice structures before, at the midpoint, and at the end of the study. Statistically significant differences were found between the teacher’s Pre study graphs and their Mid study graphs, as well as between the Pre and Post study graphs, substantiating shifts in beliefs of practice structures that more closely align with PBL tenets. Data analysis confirms that the professional development model and its emphasis on the critical reflection cycle emboldened novice kindergarten teachers to implement changes in their classrooms.