12/2021 vol. 17
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers
Nuo Li 1
,
 
Enshan Liu 1
,
 
Cheng Liu 1
,
 
Shuchen Guo 1,2
 
 
 
More details
Hide details
1
College of Life Sciences, Beijing Normal University, Beijing, CHINA
 
2
School of Teacher Education, Nanjing Normal University, Nanjing, CHINA
 
 
Publication date: 2021-11-18
 
 
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2043
DOI: https://doi.org/10.29333/ejmste/11351
 
 
Article (PDF)
References (54)
 
KEYWORDS
duration
professional development
science teachers
teaching practices
 
ABSTRACT
Participating in effective professional development (PD) activities is crucial for helping teachers improve the quality of pedagogy and students’ learning results. Numerous factors influence the design of effective PD, one of which is duration. However, many teachers do not find much time to participate in long-term concentrated and continuous PD due to their heavy workloads. Based on this consideration, this paper presents the Workshop-Seminar-Demonstration Class PD (WSDPD) model, which addresses the factor of duration by shortening the hours of contact, lengthening the total span of time required, and integrating elements such as active learning and expert follow-up to improve teachers’ practical teaching methods. With “Teaching for Conceptual Change” as the theme and junior high school science teachers as participants, the results of the study show that WSD-PD can serve teachers by generating willingness to improve teaching practices for and influence teaching behaviors in them. The settings of different activities in this model are also considered to play distinct and indispensable roles in the program.
REFERENCES (54)
1.
Aldahmash, A. H., Alshamrani, S. M., Alshaya, F. S., & Alsarrani, N. A. (2019). Research Trends in İn-Service Science Teacher Professional Development from 2012 to 2016. International Journal of Instruction, 12(2), 163-178. https://doi.org/10.29333/iji.2....
CrossRef
 
Google Scholar
 
 
2.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and teacher education, 27(1), 10-20. https://doi.org/10.1016/j.tate....
CrossRef
 
Google Scholar
 
 
3.
Blank, R. K., & de las Alas, N. (2009). The effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Council of Chief State School Officers. https://files.eric.ed.gov/full....
Google Scholar
 
 
4.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discourse in mathematics professional development. Teaching and Teacher Education, 24, 417-436. https://doi.org/10.1016/j.tate....
CrossRef
 
Google Scholar
 
 
5.
Borko, H., Koellner, K. A., Jacobs, J. K., Roberts, S. A., Baldinger, E., & Risley, R. (2010). Preparing instructional leaders to facilitate mathematics professional development [Paper presentation]. AERA conference 2010, Denver.
Google Scholar
 
 
6.
Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2018). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education, 44(1), 120-139. https://doi.org/10.1080/194152....
CrossRef
 
Google Scholar
 
 
7.
Bransford, J., Darling-Hammond, L., & Lepage, P. (2005). Introduction. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). Jossey-Bass.
Google Scholar
 
 
8.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Office of Science Education National Institutes of Health. https://media.bscs.org/bscsmw/....
Google Scholar
 
 
9.
Carpendale, J., Berry, A., Cooper, R., & Mitchell, I. (2021). Balancing fidelity with agency: understanding the professional development of highly accomplished teachers. Professional Development in Education, 1-19. https://doi.org/10.1080/194152....
CrossRef
 
Google Scholar
 
 
10.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-....
CrossRef
 
Google Scholar
 
 
11.
Cordingly, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. https://dro.dur.ac.uk/15834/1/....
Google Scholar
 
 
12.
Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76(3), 383-412. https://doi.org/10.3102/003465....
CrossRef
 
Google Scholar
 
 
13.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. National Staff Development Council. https://citeseerx.ist.psu.edu/....
Google Scholar
 
 
14.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer Press. https://doi.org/10.4324/978020....
CrossRef
 
Google Scholar
 
 
15.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/001318....
CrossRef
 
Google Scholar
 
 
16.
Fogleman, J., McNeill, K. L., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149-169. https://doi.org/10.1002/tea.20....
CrossRef
 
Google Scholar
 
 
17.
Frechtling, J. A., Sharp, L., Carey, N., & Vaden-Kiernan, N. (1995). Teacher enhancement programs: A perspective on the last four decades. National Science Foundation, Directorate for Education and Human Resources. National Science Foundation. https://files.eric.ed.gov/full....
Google Scholar
 
 
18.
Fullan, M. (2008). Curriculum implementation and sustainability. In F. M. Connelly, M. F. He, & J. Phillon (Eds.), The SAGE handbook of curriculum and instruction (pp. 113-122). Sage. https://doi.org/10.4135/978141....
CrossRef
 
Google Scholar
 
 
19.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. https://doi.org/10.3102/000283....
CrossRef
 
Google Scholar
 
 
20.
Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454. https://doi.org/10.1007/s10972....
CrossRef
 
Google Scholar
 
 
21.
Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348-370. https://doi.org/10.1002/tea.21....
CrossRef
 
Google Scholar
 
 
22.
Grossman, P. (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Elsevier Science Ltd.
Google Scholar
 
 
23.
Guskey, T. R. (1999). Apply time with wisdom. Journal of Staff Development, 20, 10-15.
Google Scholar
 
 
24.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 80, 748-750. https://doi.org/10.1177/003172....
CrossRef
 
Google Scholar
 
 
25.
Guskey, T. R., Yoon K. S. (2009). What works in professional development. Phi Delta Kappan, 90(7), 495-500. https://doi.org/10.1177/003172....
CrossRef
 
Google Scholar
 
 
26.
Hill, H. C., & Erickson, A. (2019). Using implementation fidelity to aid in interpreting program impacts: A brief review. Educational Researcher, 48(9), 590-598. https://doi.org/10.3102/001318....
CrossRef
 
Google Scholar
 
 
27.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13(10), 1-28. https://research.acer.edu.au/c....
Google Scholar
 
 
28.
Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Allyn & Bacon.
Google Scholar
 
 
29.
Kane, T. J., McCaffrey, D. F., Miller, T., & Staiger, D. O. (2013). Have we identified effective teachers? Validating measures of effective teaching using random assignment. MET Project Research Paper. Bill & Melinda Gates Foundation. https://files.eric.ed.gov/full....
Google Scholar
 
 
30.
Keisler, G. (2017). Leading a learning community. In K. Smith, & J. Loughran (Eds.), Quality learning: teachers changing their practice (pp. 3-8). Sense Publishers. https://doi.org/10.1007/978-94....
CrossRef
 
Google Scholar
 
 
31.
Kennedy, M. (1998). Form and substance of inservice teacher education (Research Monograph No. 13). National Institute for Science Education, University of Wisconsin–Madison.
Google Scholar
 
 
32.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102/003465....
CrossRef
 
Google Scholar
 
 
33.
Kowalski, S. M., Taylor, J. A., Askinas, K. M., Wang, Q., Zhang, Q., Maddix, W. P., & Tipton, E. (2020). Examining Factors Contributing to Variation in Effect Size Estimates of Teacher Outcomes from Studies of Science Teacher Professional Development. Journal of Research on Educational Effectiveness, 13(3), 430-458. https://doi.org/10.1080/193457....
CrossRef
 
Google Scholar
 
 
34.
Lerman, S. (1989). Constructivism, mathematics and mathematics education. Educational Studies in Mathematics, 20(2), 211-223. https://doi.org/10.1007/BF0057....
CrossRef
 
Google Scholar
 
 
35.
Li, N., Zhou, G. X., Huang, X., & Liu, E. S. (2018). A focus on the current situation and development trend of empirical studies on science education in China: Take the theme of conceptual change as an example. Studies on Science Popularization, 13(6), 5-12. (in Chinese). https://10.19293/j.cnki.1673-8....
Google Scholar
 
 
36.
Lin, J. W., Yen, M. H., Liang, J. C., Chiu, M. H., & Guo, C. J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2617-2646. https://10.12973/eurasia.2016.....
Google Scholar
 
 
37.
Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (1998). Designing professional development for teachers of science and mathematics. Corwin Press.
Google Scholar
 
 
38.
Luft, J. A., & Hewson, P. W. (2014). Research on teacher professional development programs in science. In II S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education. Routledge. https://doi.org/10.4324/978020....
CrossRef
 
Google Scholar
 
 
39.
McChesney, K. & Aldridge, J. M. (2019). What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact. Professional Development in Education, 47(5), 834-852. https://doi.org/10.1080/194152....
CrossRef
 
Google Scholar
 
 
40.
Osborne, R., Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12(1), 59-87. https://doi.org/10.1080/030572....
CrossRef
 
Google Scholar
 
 
41.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. http://www.ud.infn.it/URDF/lau....
Google Scholar
 
 
42.
Pringle, R. M., Mesa, J., & Hayes, L. (2020). Meeting the demands of science reforms: A comprehensive professional development for practicing middle school teachers. Research in Science Education, 50(2), 709-737. https://doi.org/10.1007/s22265....
CrossRef
 
Google Scholar
 
 
43.
Santrock, J. W. (2006). Educational psychology classroom update: Preparing for Praxis and practice (2nd ed.). McGraw-Hill Companies.
Google Scholar
 
 
44.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3, 115-163. https://doi.org/10.1207/s15327....
CrossRef
 
Google Scholar
 
 
45.
Stigler, J. W., Gonzales, P., Kwanaka, T., Knoll, S., & Serrano, A. (1999). The TIMSS videotape classroom study: Methods and findings from an exploratory research project on eighth-grade mathematics instruction in Germany, Japan, and the United States. National Center for Education Statistics. https://files.eric.ed.gov/full....
Google Scholar
 
 
46.
Telese, J. A. (2008). Teacher professional development in mathematics and student achievement: A NAEP 2005 [Paper presentation]. Annual meeting of the School Science and Mathematics Association, Raleigh, NC. https://files.eric.ed.gov/full....
Google Scholar
 
 
47.
Treagust, R. D. D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. https://doi.org/10.1080/095006....
CrossRef
 
Google Scholar
 
 
48.
van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: A review of design features and quality of research. Studies in Science Education, 48(2), 129-160. https://doi.org/10.1080/030572....
CrossRef
 
Google Scholar
 
 
49.
Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra, & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377-406). Erlbaum.
Google Scholar
 
 
50.
White, R. T., & Gunstone, R. F. (1989). Metalearning and conceptual change. International Journal of Science Education, 11(5), 577-586. https://doi.org/10.1080/095006....
CrossRef
 
Google Scholar
 
 
51.
Wilson, S. M. (2013). Professional development for science teachers. Science, 340(6130), 310-313. https://doi.org/10.1126/scienc....
CrossRef
 
Google Scholar
 
 
52.
Wittrock, M. C. (1974). A generative model of mathematics learning. Research in Mathematics Education, 5, 181-196. https://www.jstor.org/stable/7....
Google Scholar
 
 
53.
Yang, Y., Liu, X., & Gardella, J. A. (2020). Effects of a professional development program on science teacher knowledge and practice, and student understanding of interdisciplinary science concepts. Journal of Research in Science Teaching, 57(7), 1028-1057. https://doi.org/10.1002/tea.21....
CrossRef
 
Google Scholar
 
 
54.
Yin, R. K. (2006). Mixed methods research: Are the methods genuinely integrated or merely parallel? Research in the Schools, 13(1), 41-47. https://www.proquest.com/docvi....
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools
Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices
Research on mentoring in science education: A bibliometric analysis
Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers
An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top