This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self–efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. Keywords: phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories.

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This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. Keywords: competence-based, continuous professional development, teacher reflection skills.

Uuringu eesmärk oli välja selgitada loodusteaduste õpetajate valmisolek kasutada karjääriteadlikkuse kujundamisele suunatud stsenaariume loodusteadusliku kirjaoskuse arendamisel. Kasutasime viit uuringu jaoks koostatud kontekstipõhist loodusteadusliku karjääriteadlikkusega seotud stsenaariumi. Igas neist tutvustati sotsiaalteaduslikust kontekstist lähtuvalt vähemalt kaht loodusteadustega seotud elukutset koos neis vajalike teadmiste ja oskustega. Valmisolekut stsenaariume tunnis kasutada küsiti kümnelt loodusteaduste õpetajalt, kasutades Google Formsi keskkonnas kohandatud küsimustikku. Kvalitatiivse analüüsi tulemused näitasid, et õpetajate valmisolek stsenaariumide kasutamiseks on erinev ning isegi kogenud õpetaja vajab mitmekülgseid juhiseid karjääriteadlikkuse kui loodusteadusliku kirjaoskuse ühe tahu arendamiseks loodusteaduste tundides.  Summary

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The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher’s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. Key words: constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ), 3-stage education through science (EtS) model.

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