Determining the Effectiveness of a CPD Programme for Enhancing Science Teachers’ Self-Efficacy Towards Motivational Context-Based Teaching

Abstract

The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher’s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. Key words: constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ), 3-stage education through science (EtS) model.

Bibliometric review of articles related to context-based learning in science education

“…Key studies, theoretical frameworks, and research trends are highlighted in this section's review of the literature on context-based learning in science education. Several studies have explored the effectiveness of context-based learning approaches in promoting student engagement and learning outcomes (Gebre et al, 2014;Patterson et al, 2011;Sevian et al, 2018;Valdmann et al, 2016;van Dulmen et al, 2022;Vogelzang et al, 2019). Research conducted by Akcay (2009) demonstrated that integrating real-world contexts into science instruction improves students' motivation, interest, and knowledge retention.…”