scholarly journals Examining college science teachers' belief systems about inquiry-based teaching in the context of a professional development program

2009 ◽  
Author(s):  
Kristen L. Hutchins
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Belief Systems ◽  
Development Program ◽  
Professional Development Program ◽  
College Science

Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity

2021 ◽  
Author(s):  
John Wachen ◽  
◽  
Mark Johnson ◽  
Steven McGee ◽  
Faythe Brannon ◽  
...  
Keyword(s):  
Professional Development ◽  
Computer Science ◽  
Science Teachers ◽  
Belief Systems ◽  
Change Agents ◽  
Development Program ◽  
Professional Development Program ◽  
Science Professional Development ◽  
Teacher Professional ◽  
Teachers Perspectives

In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.

scholarly journals Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction

2021 ◽  
pp. 1-25
Author(s):  
Agung W. Subiantoro ◽  
David Treagust ◽  
Kok-Sing Tang
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
Biology Teachers ◽  
Teachers Perceptions ◽  
Scientific Issue ◽  
Teacher Professional ◽  
Based Instruction

Abstract Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.

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