Impact of A Practice-Based Professional Development on Secondary Science Teachers’ Use of Disciplinary Literacy Practices: A Design Research Project

2021 ◽  
pp. 1-31
Author(s):  
Jeffrey D. Thomas ◽  
Sally Valentino Drew
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Design Research ◽  
Literacy Practices ◽  
Disciplinary Literacy ◽  
Secondary Science ◽  
Research Project ◽  
Secondary Science Teachers

scholarly journals Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

2021 ◽  
Vol 15 ◽  
Author(s):  
Kara Brick ◽  
Janice L. Cooper ◽  
Leona Mason ◽  
Sangay Faeflen ◽  
Josiah Monmia ◽  
...  
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Science Teachers ◽  
Self Efficacy ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Tier Ii ◽  
Training Of Trainers ◽  
Tier I

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement.

scholarly journals UF CPET: Professional Development for Secondary Science Teachers

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Houda A Darwiche ◽  
Julie Bokor ◽  
Drew Joseph ◽  
Mary Jo Koroly
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers
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