Professional Development Gone Remote: Analysis of In-Service Teacher Beliefs about the Implementation of Ambitious Science Teaching Practices and Science Teaching Self-Efficacy through a Workshop Delivered on Zoom
Abstract: Due to the Covid-19 pandemic beginning in the spring of 2020, professional development (PD) experiences for teachers were transitioned to remote instruction. Organizers of PD workshops were challenged to adjust their delivery while retaining the benefits of these learning experiences for in-service teachers. In this study, we examined whether science teaching self-efficacy beliefs and teacher beliefs about implementing Ambitious Science Teaching (AST) practices changed through a remotely delivered, 3-day science teaching workshop. A survey was used to assess teacher beliefs before and after the workshop. Results indicate that teachers' science teaching self-efficacy beliefs and beliefs in their ability to implement AST practices increased over the course of the workshop.