Science teachers’ collaborative innovative activities: the role of professional development and professional experience

Abstract

Despite the significant research interest in teachers’ innovative activities, the role of work experience and professional development (PD) as predictors of science teachers’ innovative work behaviour has rarely been studied. By using the TIMSS 2015 data of three countries with different levels of student achievements in science (Japan, Lithuania and South Africa), this article focuses on revealing how PD content, duration and teaching experience predict science teachers’ two collaborative innovative activities: working together to try out new ideas and sharing new ideas. According to Rogers’ diffusion theory, these two activities correspond to the fourth and fifth stages of innovation: implementation and sharing. The results of an ordinal regression analysis revealed that PD duration could not predict the collaborative innovative activity of science teachers and that teaching experience was a significant predictor of collaborative innovative activity only among Japanese teachers. The study showed that in Lithuanian and South African samples, PD focusing on pedagogical content knowledge, such as science curriculum, students’ critical thinking and enquiry skills and addressing individual students’ needs, positively predicted teachers’ innovative activities. The study invites future research and discussion about the role of PD duration in the collaborative innovative activity of science teachers.

Інноватика В Професійному Становленні Та Розвитку Майбутніх Вчителів

“…Динамічні соціальні зміни, трансформаційні процеси, соціальна орієнтація ринку insight.stateuniversity.ks.ua ISSN 2663-970Х of education in the context of future teachers' professional development. The higher education students' professional readiness to manage changes, to think creatively and unconventionally is the basis of a competitive specialist, their basis for self-development, professional growth and self-improvement (Machynska et al, 2022;Pečiuliauskienė et al, 2023;Yaremchuk, 2022). It should be noted that quarantine due to COVID-19 has become a time of real testing for all participants of the educational process and an opportunity for innovation in educational practice (Tsiuniak, 2020).…”

“…Also, a modern student of higher education must adhere to the values of the European Educational Space, including academic freedom, openness and partnership, democracy, ecological literacy (on the demand of education for sustainable development), globalism and commitment to national and cultural identity (taking into праці спонукають переосмислити мету й завдання освіти в контексті професійного становлення та розвитку майбутніх учителів. Професійна готовність здобувачів вищої освіти керувати змінами, творчо і нешаблонно мислити є основою конкурентоспроможного фахівця, його підґрунтям саморозвитку, професійного зростання та самовдосконалення (Machynska et al, 2022;Pečiuliauskienė et al, 2023;Yaremchuk, 2022). Варто зазначити, що карантин через COVID-19 став часом справжнього випробування для всіх учасників освітнього процесу та можливістю інновацій в освітній практиці (Цюняк, 2020).…”

Entrepreneurship and entrepreneurial innovation of university students, Amazonas, Peru

“…Therefore, it is imperative for universities to carry out in -depth education on innovation and entrepreneurship for college students [38]. Then, with the continuous development of social development ne eds and professional growth needs of college students, "innovation and entrepreneurship" education for college students should also be adjusted in a timely manner in terms of educational concepts, models and methods [38][39][40][41]. This is demonstrated by numerous entrepreneurship courses emphasizing skills typically associated with management and business planning [42][43][44].…”