Abstract:Professional development is an effective way to diffuse evidence-based instructional practices and support their implementation. At the same time, assessing the impacts of professional development opportunities in physics education is still an emerging field. In this paper, we examine the efficacy of an assessment instrument based on the Theory of Planned Behavior, a theoretical framework originating from psychology. The theory has been used in other fields to understand and predict behaviors, but it has not b… Show more
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