Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs: The Project Profile Approach

Abell, Sandra K.; Lannin, John K.; Marra, Rose M.; Ehlert, Mark; Cole, Jennifer; Lee, Michele H.; Rogers, Meredith Park; Wang, Chia-Yu

doi:10.1016/j.stueduc.2007.04.003

Cited by 17 publications

(7 citation statements)

References 9 publications

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“…Secara khusus, PPIK ialah kompetensi guru yang memahami kandungan atau kandungan pengetahuan yang diajar kepada pelajar dan menepati spesifikasi kurikulum atau mengukur pelajaran (Shulman, 1987;Tengku Zawawi, 2005;Nurul Hudaa, 2015;Zarima, 2017;Grossman et al (2005) seterusnya menyatakan bahawa untuk membantu pelajar memahami idea-idea penting dalam sesuatu mata pelajaran, guru mestilah mempunyai pengetahuan yang mendalam tentang idea-idea itu, termasuk bagaimana idea-idea tersebut dikaitkan dengan idea-idea lain dalam sesuatu disiplin. Ini disokong oleh beberapa kajian yang mendapati hubungan positif antara pengetahuan kandungan guru dengan pencapaian pelajar (Abell et al, 2007;Darling Hammond, 2000). Katz (1960) menyatakan bahawa sikap merupakan sesuatu yang membentuk dalaman individu dan wujud daripada perasaan, kepercayaan atau pemikiran mereka.…”

Section: Pengetahuan Pedagogi Isi Kandungan (Ppik)unclassified

Pelaksanaan Pendidikan STEM: Pengetahuan Pedagogi Isi Kandungan, Sikap, Kemahiran Pedagogi dan Penilaian guru

Salleh

Halim²

2023

MJSSH

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Pengetahuan pedagogi isi kandungan (PPIK) , sikap guru dan kemahiran pedagogi dan penilaian guru sains dalam proses pengajaran dan pemudahcaraan memainkan peranan yang signifikan dalam mempengaruhi pelaksanaan pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM). Sehubungan itu, kajian ini dilakukan bertujuan untuk menentukan tahap pengetahuan pedagogi isi kandungan guru sains sekolah menengah dalam melaksanakan pendidikan STEM. Selain itu, kajian juga ingin menentukan sikap guru , tahap kemahiran pedagogi dan penilaian dalam melaksanakan pendidikan STEM. Kajian ini menggunakan pendekatan kuantitatif secara tinjauan melalui borang soal selidik yang melibatkan 31 orang guru sains sekolah menengah yang telah menghadiri program Pembelajaran Sains secara Inkuiri di Pusat STEM Negara melalui kaedah persampelan rawak mudah. Hasil dapatan menunjukkan bahawa tahap pengetahuan pedagogi isi kandungan STEM berada pada tahap yang tinggi manakala sikap guru menunjukkan hasil yang positif. Di samping itu, tahap kemahiran pedagogi dan penilaian guru sains berada pada tinggi untuk memastikan proses pengajaran dan pemudahcaraan berjalan dengan baik.Implikasinya, latihan dalam perkhidmatan perguruan perlu dipertingkatkan agar dapat melaksanakan pendidikan STEM dengan jayanya memandangkan guru memainkan peranan yang signifikan dalam pembangunan PPIK. Selain itu, Pusat STEM perlu terus merancang lebih banyak intervensi dan strategi pemantauan yang berkaitan untuk para guru sains sekolah menengah. Setiap aktiviti dan program yang dirancang perlu sentiasa disemak dan ditambah baik untuk pemantapan dalam pendidikan STEM.

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Section: Pengetahuan Pedagogi Isi Kandungan (Ppik)unclassified

Pelaksanaan Pendidikan STEM: Pengetahuan Pedagogi Isi Kandungan, Sikap, Kemahiran Pedagogi dan Penilaian guru

Salleh

Halim²

2023

MJSSH

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“…For establishing project orientations, we focused our analysis on the portion of the interviews that addressed the project goals, the state and national standards that informed the project design, the leaders' background in 6-12 science education and PD, and project implementation. We also examined individual project descriptions generated by team members as a product of our evaluation site visits (Abell, Lannin, Marra, Ehlert, Cole, Lee et al, 2007).…”

Section: Project Orientationmentioning

confidence: 99%

Orientations to Professional Development Design and Implementation: Understanding Their Relationship to Pd Outcomes Across Multiple Projects

Marra

Arbaugh

Lannin

et al. 2010

Int J of Sci and Math Educ

Self Cite

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Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a "balanced" orientation where both content and pedagogy are addressed in equal parts.

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“…Furthermore, discipline-based STEM TEs with PhDs in STEM fields, such as biology or mathematics, may have limited experience with social science research and will likely need to develop social science research skills (Jablon, 2002). Hence, TEs who enter the profession through these various pathways have distinct needs for support to develop pedagogical content knowledge (PCK) for teacher education (Abell et al, 2007) and to understand the systems and cultures of K-12 schools (Yuan, 2015), as well as those of higher education. Despite variations across international contexts or professional pathways into teacher education, there is a strong need for TE professional development (Akyeampong, 2017;Czerniawski, Guberman, & MacPhail, 2017;Hökkä, Vähäsantanen, & Mahlakaarto, 2017;MacPhail et al, 2019;Van der, Kools, Avissar, White, & Sakata, 2017;Vanassche et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Advanced degree programs in education (i.e. PhDs), for example, typically emphasize research with little focus on explicitly preparing their graduates to engage in teaching (Abell et al, 2007 ; Barnes & Randall, 2012 ). Furthermore, discipline-based STEM TEs with PhDs in STEM fields, such as biology or mathematics, may have limited experience with social science research and will likely need to develop social science research skills (Jablon, 2002 ).…”

Section: Introductionmentioning

confidence: 99%

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

Weinberg

Balgopal

McMeeking

2021

Int J of Sci and Math Educ

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Quality STEM teacher education is predicated on teacher educators who are wellequipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

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Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs: The Project Profile Approach

Cited by 17 publications

References 9 publications

Pelaksanaan Pendidikan STEM: Pengetahuan Pedagogi Isi Kandungan, Sikap, Kemahiran Pedagogi dan Penilaian guru

Pelaksanaan Pendidikan STEM: Pengetahuan Pedagogi Isi Kandungan, Sikap, Kemahiran Pedagogi dan Penilaian guru

Orientations to Professional Development Design and Implementation: Understanding Their Relationship to Pd Outcomes Across Multiple Projects

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

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