Mansour, N., El. Deghaday, H. Alshamrani, S., & Aldahmash, A. (2014). Rethinking the theory and practice of continuing professional development: Science teachers’ perspectives. Research in Science Education. 44(6), 949-973. DOI: 10.1007/s11165-014-9409-y (original) (raw)
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Research in Science Education, 2014
The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended questionnaires and interviews) with Saudi Arabian science teachers framed by a socio-cultural perspective. This study argues that science teachers' voices concerning their professional development needs should be the key guide for their CPD. Our study shows the significance of engaging critically with science teachers' voices and views of their CPD programme. One of the unique findings of this study indicated CPD programmes should take place at school where teachers have the opportunity to collaborate with others in an authentic context and where they can participate in the content of the CPD that directly meets their needs within their work context. The study has shown that science teacher development can be effective and successful when science teachers are able to talk with each other as part of the learning activities of the CPD programmes about what they are doing in the classroom, and how they can implement the ideas of the CPD programmes into their classroom and school settings. This might shed light on why teachers were either able or unable to put some aspects of their CPD learning into practice.
Many researchers critique that continuing professional development programs in Saudi Arabia are neither well organized nor are systematic. This study came to assess the impact of CPD opportunities in the country to better suit the professional needs of Saudi science teachers and support them in implementing the reformed instructional practices. Both quantitative and qualitative data were collected from 609 Saudi science teachers by means of closed and open ended questionnaire and later interviews with 9 teachers. Findings indicated that several Saudi science teachers have benefited from participating in the CPD programs but have also faced several challenges. Further analysis of the data resulted into five major themes; perspectives of participating in CPD, features of distinguished CPD programs, perceptions of ways to improve the impact of CPD, the impact of CPD on classroom practices, and barriers face classroom implementation.
Many researchers critique that continuing professional development programs in Saudi Arabia are neither well organized nor are systematic. This study came to assess the impact of CPD opportunities in the country to better suit the professional needs of Saudi science teachers and support them in implementing the reformed instructional practices. Both quantitative and qualitative data were collected from 609 Saudi science teachers by means of closed and open ended questionnaire and later interviews with 9 teachers. Findings indicated that several Saudi science teachers have benefited from participating in the CPD programs but have also faced several challenges. Further analysis of the data resulted into five major themes; perspectives of participating in CPD, features of distinguished CPD programs, perceptions of ways to improve the impact of CPD, the impact of CPD on classroom practices, and barriers face classroom implementation.
This paper explores science teachers’ experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The questionnaire was administrated to science teachers in Saudi Arabia of both genders with a variety of teaching experiences, science specialisms and to those teaching in primary, middle and secondary stage schools. The findings indicate that teachers have concerns about continuing professional development (CPD) programmes offered to them. Teachers’ description of CPD showed that they were passive recipients of a pre-packed programme paving the way to how they form their professional identity. Teachers reflected on the aspects that can lead to effective CPD. Drawing on the findings, this paper presents a framework for effective CPD for science teachers where teachers are collaborative, proactive as leaders of reform and with positive professional identities in a context of reform.
Science Teachers’ Continuous Professional Development: A Preliminary Finding
Numerous studies on science teachers’ professional development status reported that despite having attended the required centralized courses and in-house trainings, there are those who still struggle to plan for and implement appropriate, well-structured lessons. This study has been carried out to identify aspects relating to instructional practices that science teachers are still lacking in, to investigate the nature of training that they have attended as well as the ones they would like to go for; and to unearth issues surrounding their training for professional growth. Twenty science teachers with less than 5 years of service were involved in this study. Data were obtained through qualitative means via interviews and document analysis. The fi ndings revealed aspects that the science teachers had trouble in are associated with instructional strategies, content knowledge, understanding of learners, assessment and creativity in class. The teachers also raised concerns about the nature of existing and future trainings for the development of effective science teachers; on which recommendations are put forward and a possible professional development framework could be expounded.
Teacher professional development: a different perspective
Cultural Studies of Science Education, 2013
Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting ''experts'' to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district. Keywords Community Á Teachers Á Professional development Á Learning Á Knowledge Barry was a high school Physics teacher in a mid-western community who privileged student prior knowledge and the process at which they arrive at an answer more than the answer itself. Young and idealistic, he was frustrated by limited resources and repeated requests for the simplest of instruments, such as meter sticks, which were met with the refrain of ''sorry the budget it too tight this year''. At the same time, the district seemed to always have funding for ''the knowledgeable outsider'' brought in for the purpose of Lead Editor: A. J. Gallard Martinez. This review essay addresses issues raised in Martin Krabbe Sillasen and Paola Valero's paper entitled: Municipal consultants' participation in building networks to support science teachers' work. Cultural Studies of Science Education.
Teachers’ continuing professional development: contested concepts, understandings and models
Journal of In-Service Education, 2007
Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.
Poor performance of Malaysian students in Trends in International Mathematics and Science Study (TIMMS) and Program for International Students Assessment (PISA) indicated that more efforts are needed to elevate students‟ performance in science and mathematics. Past studies have shown that students‟ performances in the subjects are strongly associated with teachers‟ content knowledge, pedagogical skills as well as pedagogical content knowledge, implying that teachers play vital roles in ensuring the effectiveness of teaching and learning in classroom. Recently, many issues related to teachers‟ attitudes, knowledge and skills have come to light. The fundamental aspect that needs to be addressed is teacher‟s continuous professional development. This study was conducted to identify the nature of in-service training that Malaysian science teachers attend. A descriptive qualitative research design was employed whereby interviews and document analysis served as primary means of data collection. The objectives were to find out the nature of in-service trainings offered, the impact of those trainings and the actual training needs that Science teachers require for their professional development enhancement. The findings revealed that there exist mismatch between the in -service training courses that have been carried out and the teachers‟ actual needs. The repercussions include wastage of time, money a nd other resources as well as the poor perception of school-based in-service training as being insignificant and of little benefit. However, there were also courses valued by science teachers and have had positive impacts towards improvement of pedagogical skills, knowledge in ICT, and understanding of new policies. There is also an emerging need for ICT-based instruction courses as requisite to approach millennial students in more creative and appealing manner. A guideline to assist school management in p lanning for impactful continuous professional development courses was also put forward.
MISG-2015, Vol. 1, 94-106
Poor performance of Malaysian students in Trends in International Mathematics and Science Study (TIMMS) and Program for International Students Assessment (PISA) indicated that more efforts are needed to elevate students' performance in science and mathematics. Past studies have shown that students‟ performances in the subjects are strongly associated with teachers‟ content knowledge, pedagogical skills as well as pedagogical content knowledge, implying that teachers play vital roles in ensuring the effectiveness of teaching and learning in classroom. Recently, many issues related to teachers‟ attitudes, knowledge and skills have come to light. The fundamental aspect that needs to be addressed is teacher‟s continuous professional development. This study was conducted to identify the nature of in-service training that Malaysian science teachers attend. A descriptive qualitative research design was employed whereby interviews and document analysis served as primary means of data collection. The objectives were to find out the nature of in-service trainings offered, the impact of those trainings and the actual training needs that Science teachers require for their professional development enhancement. The findings revealed that there exist mismatch between the in-service training courses that have been carried out and the teachers‟ actual needs. The repercussions include wastage of time, money and other resources as well as the poor perception of school-based in-service training as being insignificant and of little benefit. However, there were also courses valued by science teachers and have had positive impacts towards improvement of pedagogical skills, knowledge in ICT, and understanding of new policies. There is also an emerging need for ICT-based instruction courses as requisite to approach millennial students in more creative and appealing manner. A guideline to assist school management in planning for impactful continuous professional development courses was also put forward.
Comparative Professional Pedagogy, 2016
In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers’ knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers’ CPD have been defined. The teachers’ CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD...