scholarly journals Teachers’ Beliefs About Learning and Teaching Nature of Science: Professional Development Program

2019 ◽  
Author(s):  
Eda Erdaş Kartal ◽  
Nihal Doğan ◽  
Serhat İrez ◽  
Gültekin Çakmakçı ◽  
Yalçın Yalaki
Keyword(s):  
Professional Development ◽  
Nature Of Science ◽  
Development Program ◽  
Professional Development Program ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Science Professional Development ◽  
Science Professional ◽  
Beliefs About Learning

scholarly journals Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices

ZDM ◽  
2020 ◽  
Vol 52 (7) ◽  
pp. 1411-1422 ◽  
Author(s):  
Daniel Thurm ◽  
Bärbel Barzel
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Development Program ◽  
Professional Development Program ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Teaching With Technology ◽  
Teachers Beliefs ◽  
Experimental Group

Abstract Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.

scholarly journals Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Elisabeth Hofer ◽  
Anja Lembens
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Development Program ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Individual Interviews ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes

AbstractDespite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes concerning the teachers’ beliefs about the efficacy, capability and practicability of IBL. After participating in the PDP, the teachers took a more positive attitude regarding both IBL in general and its implementation. Considering the findings from this study, we formulate implications for designing PDP at the end.

Sign in / Sign up

Export Citation Format

Share Document