The Impact of Teachers' Professional Development in Science Pedagogy on Students' Achievement: Evidence from TIMSS 2019

Autor/inn/en	Tang, AiBin; Li, WenYe; Liu, Dawei
Titel	The Impact of Teachers' Professional Development in Science Pedagogy on Students' Achievement: Evidence from TIMSS 2019
Quelle	In: Journal of Baltic Science Education, 21 (2022) 2, S.258-274 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tang, AiBin) ORCID (Li, WenYe) ORCID (Liu, Dawei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Science Teachers; Professional Development; Science Instruction; Science Achievement; Elementary Secondary Education; Foreign Countries; International Assessment; Achievement Tests; Science Tests; Grade 4; Grade 8; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Hongkong
Abstract	Teachers' professional development (PD) is considered to be a topic of interest in science education. This study examines the impact of professional development in science pedagogy (PD in PED) on students' achievement and how it influences teachers' instruction based on the Trends in International Mathematics and Science (TIMSS) 2019. The sample comprised 2,968 fourth-grade students and their 145 teachers and 3,265 eighth-grade students and their 150 teachers in Hong Kong. Teachers' emphasis on science investigation (TESI) was included as a mediating factor. Multilevel mediation analyses revealed that PD in PED was significantly positively related to students' science achievement, while the link between PD in PED and students' science achievement was positively and completely mediated by TESI in the fourth grade. However, TESI had no mediating effect in the eighth grade, a finding that may be attributed to the characteristics of teacher PD programmes in different grades. The results also show that many teacher PD programmes are not of high quality and are intellectually superficial from the perspective of students' achievement gains. Implications for teacher PD practices are discussed as well. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01