Researchers studying teacher professional development (PD) are often concerned about the impact that PD has on student learning and performance. Undoubtedly students are the beneficiaries of reformed based teaching. However, isolated short-term experiences fail to effect sustained instructional reform. Though science educators acknowledge the need of extended, coherent PD for teachers, few programs have implemented these recommendations. Target Inquiry (TI) s a cohort based, two and half year PD program for science teachers with inquiry-based instruction at its core. Key experiences in TI include mentored science research, curriculum development, and teacher action research. Data including interviews, journals, and classroom observations were collected each year from pre to post-TI, for a total of four years. This talk will present the results of a qualitative study focusing on changes in teachers' classroom instruction, particularly their questioning skills, and the empowerment of teachers as they progress through the TI program.

Target Inquiry: A case for quality professional development

245th National Meeting (2013)

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