Beyond the professional development academy: Teachers' retention of discipline-specific science content knowledge throughout a 3-year mathematics and science partnership

2018 ◽  
Vol 118 (3-4) ◽  
pp. 75-83 ◽  
Author(s):  
Renee M. Clary ◽  
Anastasia Elder ◽  
James Dunne ◽  
Svein Saebo ◽  
Debbie Beard ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Science Content ◽  
Science Content Knowledge ◽  
Mathematics And Science

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy

2016 ◽  
Vol 27 (7) ◽  
pp. 717-745 ◽  
Author(s):  
Nicole Tuttle ◽  
Joan N. Kaderavek ◽  
Scott Molitor ◽  
Charlene M. Czerniak ◽  
Eugenia Johnson-Whitt ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Science Content ◽  
Science Content Knowledge ◽  
The Impact

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

2018 ◽  
Vol 56 (4) ◽  
pp. 1217-1253 ◽  
Author(s):  
Kathleen J. Roth ◽  
Christopher D. Wilson ◽  
Joseph A. Taylor ◽  
Molly A. M. Stuhlsatz ◽  
Connie Hvidsten
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Strong Relationship ◽  
Science Content ◽  
Pedagogical Content ◽  
Mediation Analyses ◽  
Randomized Experimental Design ◽  
Cluster Randomized

This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers’ knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model.

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