scholarly journals An Innovative Model for Science Teachers’ Continuous Professional Development based on Exploiting Multimedia and Web 2.0 Applications in Education

2017 ◽  
Author(s):  
Iulian BREZEANU ◽  
◽  
Lucia PASCALE ◽  
Pompiliu ALEXANDRU ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Science Teachers ◽  
Continuous Professional Development ◽  
Innovative Model

Use of Web 2.0 tools and social media for continuous professional development among primary healthcare practitioners within the Defence Primary Healthcare: a qualitative review

2019 ◽  
pp. jramc-2018-001098
Author(s):  
Antony Sean Willman
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Web 2.0 ◽  
Primary Healthcare ◽  
Continuous Professional Development ◽  
Free Text ◽  
Online Questionnaire ◽  
Web 2.0 Tools ◽  
Protected Time ◽  
Free Text Response

IntroductionAlongside traditional attendance at learning, general practitioners use social media and Web 2.0 tools in the UK for continuous professional development (CPD). Research has demonstrated, however, barriers to their uptake and use, as well as a requirement for training. Primary care doctors working for the Defence Primary Healthcare (DPHC) use similar technologies, but it is not known what factors affect the uptake. This qualitative research aimed to explore the knowledge and attitudes of this demographic further.MethodsAn online questionnaire was distributed to DPHC doctors via email and a social networking service (SNS) tool. Questions included demographic and open free-text response boxes. These were subjected to thematic analysis to identify initial concepts subsequently grouped into categories.ResultsDPHC doctors are already using Web 2.0 and social media for education. The benefits of convenience are recognised, but protected time is required to maximise impact. They also identified attendance at learning events, better quality information technology (IT) and further training as important enablers for their CPD.ConclusionsThe results reaffirmed previous findings that while there is engagement with online learning and Web 2.0 technologies, training in Web 2.0 use and substandard IT infrastructure were barriers to greater uptake. Attended learning events are also popular due to the peer-to-peer networking that takes place, but also as they allow protected time out of the office. The use of Web 2.0 for CPD and of SNS should be given equal status to allow the development of a DPHC doctors’ ‘communityof practice’.

scholarly journals ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION

2015 ◽  
Vol 14 (2) ◽  
pp. 254-266
Author(s):  
Marika Kapanadze ◽  
Claus Bolte ◽  
Vincent Schneider ◽  
Ekaterine Slovinsky
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Stages Of Concern ◽  
Continuous Professional Development ◽  
State University ◽  
Inquiry Based Learning ◽  
Professional Development Training ◽  
Science Classes ◽  
Field Of Inquiry

Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren’t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s). Key words: IBSE, in-service teachers in Georgia, professional development, stages of concern.

scholarly journals DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS

2017 ◽  
Vol 16 (4) ◽  
pp. 576-591
Author(s):  
Ana Valdmann ◽  
Jack Holbrook ◽  
Miia Rannikmae
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Structured Interview ◽  
Continuous Professional Development ◽  
Inquiry Teaching ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Teacher Needs ◽  
Reflective Skills ◽  
Teaching Modules

This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. Keywords: competence-based, continuous professional development, teacher reflection skills.

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