| Title: |
The Impacts That a Prolonged Professional Development Has on Teachers Using Inquiry-Based Learning in the Classroom |
| Language: |
English |
| Authors: |
Kasey Harmon (ORCID 0009-0009-6794-1722); Taylor K. Ruth (ORCID 0000-0002-5269-9154); Nathan W. Conner (ORCID 0000-0003-0063-4110); Bryan Reiling (ORCID 0000-0002-5913-0614); Christopher T. Stripling (ORCID 0000-0002-5045-3492) |
| Source: |
Journal of Agricultural Education. 2025 66(1). |
| Availability: |
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Active Learning; Inquiry; Faculty Development; Science Education; High School Teachers; Teacher Attitudes; Norms; Bias; Agriculture; Classroom Environment; Intention; Curriculum Implementation; Animal Husbandry; Teacher Motivation; Self Esteem; Barriers; Attitude Change; Teaching Methods |
| Geographic Terms: |
Tennessee; Nebraska |
| DOI: |
10.5032/jae.v66i1.121 |
| ISSN: |
1042-0541; 2162-5212 |
| Abstract: |
Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to use IBL animal science concepts in the classroom. The current evaluation identified the theory of planned behavior elements which provided a better understanding of teachers' attitudes, perceived behavioral control, subjective norms, and intent relating to implementing IBL into their curriculum. A total of two focus groups were conducted between Tennessee and Nebraska. Using a semi-structured moderator's guide, participants were asked questions related to their confidence, motivation, and intent to integrate the IBL animal science concepts into their classroom. The findings from this study indicated that although teachers faced barriers to new teaching strategies concerning subjective norms and perceived behavioral control prior to the PD, they now perceive that they can control those barriers and further intend to integrate the IBL animal science concepts into their classroom after completing the PD. We recommend that future research is conducted to explore the students' experiences participating in the IBL lessons and pursuing a follow-up with teachers after implementation. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1463212 |
| Database: |
ERIC |