Perspectives in regard to factors affecting the professional development of science teachers

Kaya, Volkan Hasan; Gödek, Yasemin

doi:10.14687/jhs.v13i2.3769

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…For this reason, teachers especially in the field of science should be encouraged to develop their competencies, especially their skills, dispositions to teaching, attitudes towards students during the pre-service and in-service training. Furthermore, they should also take over responsibility of their self-development to contribute to their professional development realistically (Kaya & Godek, 2016). On the other hand, the dimension of teaching has the positively effect on environmental literacy.…”

Section: Discussion Implications and Recommendationsmentioning

confidence: 99%

Dimensions Affecting Environmental Literacy, and Environmental Perceptions Influencing Science Literacy

Kaya

Elster

2019

International E-Journal of Educational Studies

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One of the main aims of this paper is to determine the dimensions (effects of family, teacher, student, and teaching) that influence the environmental literacy. Moreover, another purpose is to determine the effects of environmental perceptions (environmental awareness, environmental responsibility and environmental optimism) on science literacy of fifteen-years-old students in Germany. The sample consisted of 6.500 German students. The relational model, which is one of the quantitative research approaches, has been adopted in this study. The results show that "the dimension of the teacher", one of the dimensions included in the first model, has the most negatively effect on environmental literacy; but, the dimension of "effect of teaching" has the positively effect on environmental literacy. In addition, in the second model, it is obtained results that students of environmental awareness and optimism have a positive effect on the science literacy; but environmental responsibility has a negative effect on it. For this reason, while developing environmentrelated curriculums, it should be supported students to gain more responsible behaviors towards the environment. Enhancing the environmental responsibility of the students might contribute to both environmental literacy and science literacy.

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Section: Discussion Implications and Recommendationsmentioning

confidence: 99%

Dimensions Affecting Environmental Literacy, and Environmental Perceptions Influencing Science Literacy

Kaya

Elster

2019

International E-Journal of Educational Studies

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“…Other scholars have found that teachers' professional experience, teaching skills, and disposition influence educational practice [51]. In general, teachers gain professional experience in a process that begins with pre-service training and continues with in-service training [52]. Brekelmans et al (2005) discussed the role of teacher experience in education and revealed two factors-specifically, time for acquiring the skills necessary to face challenges and enthusiasm for change and innovation-that implicate the usefulness of training [49].…”

Section: Establishment Of Hypothesesmentioning

confidence: 99%

The Implementation of Cognitively Challenging Tasks: The Role of Science Teachers’ Professional Development and Teaching Experience

Pečiuliauskienė

Kaminskienė

2022

Education Sciences

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This study deals with the implementation of cognitively challenging tasks for students in science education following professional development interventions for teachers based on the theory of change. These tasks require non-routine behaviors and encourage students to work beyond instructions and accept a high level of responsibility. This study explores how the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers are associated with the implementation of cognitively challenging science tasks in science education. A secondary data analysis of Trends in International Mathematics and Science Study (TIMSS) 2019 data from three countries (Singapore, Lithuania, and South Africa) was conducted. Ordinal logistic regression (OLR) was used to predict an ordinal dependent variable (the implementation of cognitively challenging science tasks) according to the independent variables (the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers). The results of the OLR confirmed that the implementation of cognitively challenging tasks is associated with professional development content (improving students’ critical thinking or inquiry skills and science content) and the extent of the teaching experience of science teachers from the selected countries.

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“…Teachers' professional experience, teaching skills, and disposition influence the training of qualified environmentally literate individuals (Kaya and Elster, 2018). In general, teachers gain their professional experience in a process that begins with pre-service training and continues with in-service training (Kaya and Gödek, 2016 1 and Figure 1). In the view of Shulman (1986), PCK:…”

Section: The Effect Of Pedagogical Content Knowledge (Pck) and Teachers' Professional Developmentmentioning

confidence: 99%

Environmental STEM Pedagogical Content Knowledge (E+STEM-PCK): Teacher's Professional Development as Environmental STEM Literate Individuals in the Light of Experts’ Opinions

Kaya

Elster

2019

SEI

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This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics ( E+ STEM ) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as E+ STEM literate individuals. In this study, a "mixed method" research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3 rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about "having and updating content knowledge about environmental issues," "following the development of environmental technologies, and applying them in class." There is additional agreement about "having and developing pedagogical competencies for the development of teachers" experiences and qualifications as E+ STEM literate individuals. It is suggested that the concept of "environment" should be integrated into the framework of "STEM pedagogical content knowledge (PCK)" for teacher's professional development. By this means, a new educational and environmental concept, E+ STEM-PCK, would be incorporated in teacher education.

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Perspectives in regard to factors affecting the professional development of science teachers

Cited by 6 publications

References 13 publications

Dimensions Affecting Environmental Literacy, and Environmental Perceptions Influencing Science Literacy

Dimensions Affecting Environmental Literacy, and Environmental Perceptions Influencing Science Literacy

The Implementation of Cognitively Challenging Tasks: The Role of Science Teachers’ Professional Development and Teaching Experience

Environmental STEM Pedagogical Content Knowledge (E+STEM-PCK): Teacher's Professional Development as Environmental STEM Literate Individuals in the Light of Experts’ Opinions

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