Reconceptualising the Professional Development of In-Service Science Teachers in Pakistan

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

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DESIGNING AND IMPLEMENTING A METACOGNITIVE APPROACH TO THE PROFESSIONAL DEVELOPMENT OF IN-SERVICE SCIENCE TEACHERS – AN ISRAELI CASE STUDY

ICERI2016 Proceedings ◽

10.21125/iceri.2016.1777 ◽

2016 ◽

Author(s):

Osnat Eldar ◽

Shirley Miedijensky

Keyword(s):

Professional Development ◽

Science Teachers ◽

Service Science

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IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS

10.33225/balticste/2021.49 ◽

2021 ◽

Author(s):

Kārlis Greitāns ◽

◽

Dace Namsone ◽

Keyword(s):

Professional Development ◽

Teacher Learning ◽

Teacher Professional Development ◽

Science Teachers ◽

Conceptual Understanding ◽

Service Science ◽

Education Student ◽

High Quality ◽

Teacher Professional ◽

Teachers Professional Development

This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning

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