Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups

Autor/inn/en	Kranjc Horvat, Anja; Wiener, Jeff; Schmeling, Sascha; Borowski, Andreas
Titel	Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups
Quelle	In: Journal of Science Teacher Education, 33 (2022) 1, S.32-54 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kranjc Horvat, Anja) ORCID (Wiener, Jeff) ORCID (Schmeling, Sascha) ORCID (Borowski, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1905330
Schlagwörter	Faculty Development; Educational Objectives; Science Education; Nuclear Physics; Science Teachers; High School Teachers; Stakeholders; Delphi Technique; Pedagogical Content Knowledge; Foreign Countries; Switzerland (Geneva) + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Naturwissenschaftliche Bildung; Atomphysik; Kernphysik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Delphi-Methode; Pädagogische Kompetenz; Ausland
Abstract	Effective professional development programs (PDPs) rely on well-defined goals. However, recent studies on PDPs have not explored the goals from a multi-stakeholder perspective. This study identifies the most important learning goals of PDPs at science research institutions as perceived by four groups of stakeholders, namely teachers, education researchers, government representatives, and research scientists. Altogether, over 100 stakeholders from 42 countries involved in PDPs at science research institutions in Europe and North America participated in a three-round Delphi study. In the first round, the stakeholders provided their opinions on what they thought the learning goals of PDPs should be through an open-ended questionnaire. In the second and third rounds, the stakeholders assessed the importance of the learning goals that emerged from the first round by rating and ranking them, respectively. The outcome of the study is a hierarchical list of the ten most important learning goals of PDPs at particle physics laboratories. The stakeholders identified enhancing teachers' knowledge of scientific concepts and models and enhancing their knowledge of the curricula as the most important learning goals. Furthermore, the results show strong agreement between all the stakeholder groups regarding the defined learning goals. Indeed, all groups ranked the learning goals by their perceived importance almost identically. These outcomes could help policymakers establish more specific policies for PDPs. Additionally, they provide PDP practitioners at science research institutions with a solid base for future research and planning endeavors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01