Physics Teachers' Professional Development in the Project "Physics in Context"

Abstract

Developing teachers' ways of thinking about \good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more e±cient teaching and learning settings. Major de¯ciencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of e±cient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging¯ndings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Unveiling Potential: Fostering Students’ Self-Concepts in Science Education by Designing Inclusive Educational Settings

“…Our comic environment comprised two experiments that had to be carried out according to the research cycle [45][46][47]. Accordingly, we distinguished between two sets of experimental instructions (see below).…”

Integrating inquiry based learning in physics teacher education through a seminar about processes of gaining knowledge in science

“…Although it can be assumed that the students already know a didactic model for this, it is likely that they do not yet know the breadth of this term. In fact, there is already many relevant didactic models on this topic in the German-speaking area that focus on very different aspects [10,11,12,13]. An integration of all models into one large common model hardly seems feasible [14].…”

A Comparative Review of the Literature on Pakistani Science Teachers’ Professional Development

“…Teacher learning outcomes are shaped through PD structure, design, and objectives. An extensive body of the literature was reviewed to determine the following: Impacts of PD on science teacher learning and experiences (Bell and Odom, 2012;Eilks and Markic, 2011;Opfer and Pedder, 2011;Posnanski, 2010); science teachers' growth and change (Akiba, 2012;Banilower et al, 2007;Goodnough, 2010;Melville and Yaxley, 2009;Ramlo, 2012;Tan and Nashon, 2013); positive relationship with instructional practices (Beamer et al, 2008;Desimone et al, 2002;El-Hani and Greca, 2013;Kazempour, 2009;Lee and Buxton, 2013;Smith, 2015); reflective practices (Capobianco and Feldman, 2006;Mamlok-Naaman and Eilks, 2012;McNicholl and Blake, 2013;Saylor and Johnson, 2014;Tang and Shao, 2013); and science teachers' self-perception (Allen and Penuel, 2015;Lustick, 2011;Mikelskis-Seifert and Duit, 2013;Mokhele and Jita, 2010;Torff and Byrnes, 2010).…”

“…The activities of professionals such as coaching, teaming, partnerships, and other collective efforts have positive impacts on both instructional practices and student achievements Akiba, 2012;Boyle et al, 2004;Cox-Petersen et al, 2005;El-Hani and Greca, 2012;Eilks and Markic, 2011;Goodnough, 2010;Howe and Stubbs, 2003;Ngcoza and Southwood, 2015;Owston et al, 2008;Patton et al, 2013 Leadership and organizational support School principals, through their deliberate actions, need to identify, allocate, and support resources for teachers' professional learning Buczynski and Hansen, 2009;Hobbs, 2012;Imants, 2002;Lovett and Cameron, 2011;Masuda et al, 2013;Oliveria et al, 2013;Opfer and Pedder, 2011;Rhodes and Beneicke, 2002;Sandholtz and Ringstaff, 2016;Whitworth and Chiu, 2015 Participation experience Positive teachers' experiences of participation make PD learning relevant, useful, and meaningful Guskey, 2002;Kazempour and Amirshokoohi, 2014;Kwakman, 2001;Lalor and Abawi, 2014;Lustick, 2011;Mikelskis-Seifert and Duit, 2013;Nielsen, 2012;Sexton et al, 2013;Roux, 2013;Saunders, 2012;Seidel et al, 2011;White et al, 2010 PD: Professional development Science Education International 30(3), 223-235 https://doi.org/10.33828/sei.v30.i3.9…”