Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program

2006 ◽  
Vol 17 (1) ◽  
pp. 37-64 ◽  
Author(s):  
Soonhye Park ◽  
Soo-Young Lee ◽  
J. Steve Oliver ◽  
Bonnie Cramond
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Science Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
Teachers Perceptions

scholarly journals Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction

2021 ◽  
pp. 1-25
Author(s):  
Agung W. Subiantoro ◽  
David Treagust ◽  
Kok-Sing Tang
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
Biology Teachers ◽  
Teachers Perceptions ◽  
Scientific Issue ◽  
Teacher Professional ◽  
Based Instruction

Abstract Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.

scholarly journals Science Teaching Excites Medical Interest: A Teacher Professional Development Program in Mississippi

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Andrew Notebaert ◽  
Marie Barnard ◽  
Edgar Meyer ◽  
Erin Dehon ◽  
Caroline Compretta ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
Medical Interest

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

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