Impact of continuous professional development training on mathematics and science teachers’ pedagogical beliefs: A one-group pre-posttest quasi-experimental design (original) (raw)
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Discover education, 2024
This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers' Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and selfefficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers' PCK in mathematics and science.
The status of professional development programmes for science and mathematics teachers in Tanzania
Willy Kasuga, 2019
This paper discusses the status of teacher professional development programmes (TPD) for science and mathematics teachers in Tanzania. Specifically the study aimed to; determine the TPD programmes available for science and mathematics teachers at Chang'ombe secondary school; find out how the TPD programmes are carried out at Chang'ombe secondary school; and explore challenges to provision of TPD programmes at school. The study was qualitative employing documentary review and semi-structured interviews. The sample size comprised 8 science and mathematics teachers, 4 heads of department and the head of the school. The findings of the study revealed that the majority of teachers teaching science and mathematics at Chang'ombe secondary school were not mentored. Instead they were provided responsibilities without any induction. Within the period of 4 years only four (4) teachers of science and mathematics out of 19 attended different professional development programs. These teachers attended different TPD programmes which were organized by the ministry of education and vocational training and sponsored by Japan International Cooperation Agency (JICA) together with subject association clubs which are organized by TAHOSA at district level. The study concludes that TPD programmes are the panacea for imparting science literacy to students and hence they must be part and parcel of teacher's career.
This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of eff ective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD eff orts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fi ne tune training in order to assure the success of the CPD eff orts.
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 study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of eff ective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD eff orts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fi ne tune training in order to assure the success of the CPD eff orts.
2013
This article draws from a study that explored how Ugandan secondary school teachers’ competences are continuously developed to cope with the ever changing trends in Science and Mathematics teaching. The study was premised on a framework of professional development that views teacher education as a continuum that includes training, recruiting, retaining, and retraining. The article argues that in Uganda more research has been focused on the first two levels of the continuum, with evidence on the last one remaining less documented. Data was largely collected from qualitative semi-structured interviews with selected policy makers, school administrators, and teachers. The interviews were complemented with an analysis of relevant documents and a workshop with the participating teachers. A thematic analysis of the data revealed three categories of existing Continuing Professional Development programmes in Uganda including those initiated by government agencies and donors; those initiated ...
Zenodo (CERN European Organization for Nuclear Research), 2022
The purpose of this study was to investigate the effect of lesson study on mathematics teachers' pedagogical competence and find out teachers' perception of the impact of lesson study activities on their teaching. In all,7 mathematics teachers were involved in the study. Questionnaire, observations of classroom teaching and Lesson Study meetings as well as reflective writings were the instrument used for data collection. The items in the questionnaire were analyzed using statistical tools such as percentages, mean and standard deviation from Excel 2016 Analysis Tools. The descriptive statistics indicated that there was a significant difference between Lesson Study cycles. The questionnaire given to the teacher participants to elicit their response on the perceptions of mathematics teachers towards the impact of Lesson study activities revealed a positive response. Based on the findings of the study, for this group of mathematics teachers, Lesson Study has effectively enhanced their pedagogical competence and promoted professional development.
Journal of Baltic Science Education
This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia ...
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.