Research Article
Year 2020,
Issue: 18, 83 - 94, 24.07.2020
Abstract
References
- Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
- Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer.
- Buczynski, S., & Hansen, B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education 26(3), 599-607.
- Cavallo, A. (2008). Experiencing the nature of science: An interactive, beginning-of-semester activity. Journal of College in Science Teaching, 37(5), 12-15.
- Clossen, R. B. (2008). Use of problem-based learning and case study in continuing professional education. Journal of Continuing Higher Education, 56(2), 34-44.
- Demirkol, M. (2010). İlköğretim okullarında öğretmenlere yönelik okul-temelli hizmet içi eğitim etkinliklerinin değerlendirilmesi [The evaluation of school-based in-service training in elementary education]. The Journal of National Education, 40(188), 158-173.
- Finsterwald, M., Wagner, P., Schober, B., Lüftenegger, M., & Spiel, C. (2013). Fostering lifelong learning evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.
- Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
- Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Sage Publications.
- Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34-38.
- Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the “nature of science”: Modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.
- Kubitskey, B., Fishman, B., & Marx, R. (2002). The relationship between professional development and student learning: Exploring the link through design research. Annual Meeting of the American Educational Research Association. Chicago, IL.
- Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing Professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
- Oktay, Ö. (2015). The effects of a professional development program on physics teachers’ classroom practices. Unpublished Doctoral dissertation, Middle East Technical University, Ankara.
- Ornstein, A. C., & Hunkins, F. P. (1988). Curriculum: Foundations, principles and issues. Englewood Cliffs, NJ: Prentice-Hall.
- Van Keer, H., & Verhaeghe, J. P. (2005). Comparing the teacher development programs for innovating reading comprehension instruction with regard to teachers’ experience and student outcomes. Teaching and Teacher Education, 21(5), 543-562.
Year 2020,
Issue: 18, 83 - 94, 24.07.2020
Abstract
Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers’ evaluation about the impact of a long-term PD program. Qualitative research methodology was employed in this study. Research was conducted with seven teachers, with data collected through a workshop session evaluation checklist (WSEC) and a PD program evaluation interview protocol (PDEIP). Interviews were audio-recorded and then responses to each question transcribed. According to the WSEC data, all sessions broadly reached their aims. The session which teachers considered the least contributive to their developmental gain was on the topic of “Misconception.” The PDEIP results showed that teachers used more student-centered methods and more varied teaching materials in their lessons following their participation in the PD program. Following the PD program, some teachers reportedly started using placement assessment.
References
- Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
- Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer.
- Buczynski, S., & Hansen, B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education 26(3), 599-607.
- Cavallo, A. (2008). Experiencing the nature of science: An interactive, beginning-of-semester activity. Journal of College in Science Teaching, 37(5), 12-15.
- Clossen, R. B. (2008). Use of problem-based learning and case study in continuing professional education. Journal of Continuing Higher Education, 56(2), 34-44.
- Demirkol, M. (2010). İlköğretim okullarında öğretmenlere yönelik okul-temelli hizmet içi eğitim etkinliklerinin değerlendirilmesi [The evaluation of school-based in-service training in elementary education]. The Journal of National Education, 40(188), 158-173.
- Finsterwald, M., Wagner, P., Schober, B., Lüftenegger, M., & Spiel, C. (2013). Fostering lifelong learning evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.
- Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
- Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Sage Publications.
- Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34-38.
- Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the “nature of science”: Modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.
- Kubitskey, B., Fishman, B., & Marx, R. (2002). The relationship between professional development and student learning: Exploring the link through design research. Annual Meeting of the American Educational Research Association. Chicago, IL.
- Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing Professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
- Oktay, Ö. (2015). The effects of a professional development program on physics teachers’ classroom practices. Unpublished Doctoral dissertation, Middle East Technical University, Ankara.
- Ornstein, A. C., & Hunkins, F. P. (1988). Curriculum: Foundations, principles and issues. Englewood Cliffs, NJ: Prentice-Hall.
- Van Keer, H., & Verhaeghe, J. P. (2005). Comparing the teacher development programs for innovating reading comprehension instruction with regard to teachers’ experience and student outcomes. Teaching and Teacher Education, 21(5), 543-562.
There are 17 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | July 24, 2020 |
| Published in Issue | Year 2020 Issue: 18 |
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