scholarly journals Characteristics of professional development that effect change in secondary science teachers' classroom practices

2005 ◽  
Vol 42 (6) ◽  
pp. 668-690 ◽  
Author(s):  
Bobby Jeanpierre ◽  
Karen Oberhauser ◽  
Carol Freeman
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Classroom Practices ◽  
Secondary Science ◽  
Effect Change ◽  
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 An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 583
Author(s):  
Angelos Sofianidis ◽  
Maria Kallery
Keyword(s):  
Science Teachers ◽  
Subject Matter ◽  
Classroom Practices ◽  
Alternative Conceptions ◽  
Secondary Science ◽  
Holistic View ◽  
Pedagogical Content ◽  
Secondary Science Teachers ◽  
Student Questionnaire ◽  
Observation Tools

Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.

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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