Effective Professional Development and Change in Practice: The Case of Queen Rania Teacher Academy Science Network

Autor/in	Qablan, Ahmad Mohammad
Titel	Effective Professional Development and Change in Practice: The Case of Queen Rania Teacher Academy Science Network
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 12, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Professional Development; Program Effectiveness; Professional Continuing Education; Teacher Attitudes; Science Teachers; Instructional Improvement; Curriculum Implementation; Barriers; Formative Evaluation; Inservice Teacher Education; Science Instruction; Active Learning; Inquiry; Sustainability; Communities of Practice; Foreign Countries; Elementary Secondary Education; Networks; Jordan + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Lehrerfortbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Nachhaltigkeit; Community; Ausland
Abstract	This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program's activities on teachers' instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating science teachers' reflections on a three-year journey of continuous professional development. Qualitative data collected in the form of participants' self-reflection and field notes from 18 male and female participating science teachers. Findings indicate that even with effective professional development, science teachers encounter diverse challenges to implement the reformed instructional practices in the classroom. Teachers need support, time and resources to succeed in implementing what they learned in their classrooms. Findings also revealed that professional development efforts need to reveal and address existing teachers' beliefs in order to be successful. Implications for future science continuous professional development efforts are discussed. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01