ABSTRACT
Professional development (PD) is a well-recognized way of supporting teachers in both learning about and through inquiry. This chapter presents a critical review of research on the PD of science teachers related to inquiry instruction. Using procedures developed in a 2012 review by Capps, Crawford and Constas, the chapter extends the original review to cover the last decade of empirical research on inquiry PD. In addition, due to recent literature and other trends in PD, two new features are included in the review, namely collaborative community and blended learning. The chapter also identifies and discusses features of professional development that complement each other in leading to learning outcomes.
