Professional Development and Physics Teachers’ Ongoing Learning Needs

Abstract

This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high-school physics teachers as well as interviews with high-school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed, analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal physicsfocussed professional development opportunities available to support their professional growth. Instead, teachers tended to rely on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.

Improvement of the Professional and Methodical Training of Future Physics Teachers

“…It underscores continuous professional development for physics teachers. Many studies confirm that ongoing training and self-education are key to successful teaching (Buabeng et al, 2018;Bonnes & Hochholdinger, 2020). The proposed systemic analysis, models, active learning approaches, and assessment tools align with and build on previous research on physics teacher preparation.…”

“…The main purpose of the modular system for evaluating the organisation of the educational process is the most effective application of the methodology of preparing a future physics teacher for school educational education and creating more favourable conditions for the development of the student's personality as a future physics teacher. This is possible by integrating each individual student into training at the level of social activity, taking into account the construction of an individual educational trajectory that allows each student to achieve a level of technical and professional education that corresponds to their personal composition, abilities, interests, and needs as a future specialist (Buabeng et al, 2018).…”

Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project

“…Several scholars have pointed out that teachers need to continually develop their skills and knowledge -both content and pedagogical -through PD programmes (Buabeng, Conner, & Winter, 2018). There is a substantial body of research focusing on continuing PD programmes, and many studies offer teachers' perspectives of PD and their consequences for teaching and learning in the sciences.…”

“…In a study among science teachers with different levels of experience, Grangeat (2015) found that experienced teachers who were unable to participate in PD programmes on inquiry-based teaching did not report using any PCK when planning a science lesson, and they demonstrated a professional knowledge that was content-and teacher-centred as opposed to first-year teachers who were involved in a continuing PD programme run by teacher educators. Buabeng et al (2018) found that physics teachers in New Zealand reported the need for PD in several areas, in particular for understanding student thinking in physics and for deeper content knowledge. Eylon and Bagno (2006) conducted an inquiry into practices for increasing awareness of the importance of knowledge gained through physics education research (PER), and reported on a PD model that attempted to respond to these needs.…”

“…Further, our results corroborate Kagan (1992), who claimed that even experienced teachers based their knowledge on personal theories rather than formal ones and, therefore, regarded general pedagogy as irrelevant. Physics teachers in New Zealand reported a negative attitude towards centralised government-funded PD programmes; these were regarded as largely ineffective and less relevant for their teaching (Buabeng et al, 2018). This was explained by the fact that these PD programmes mostly focused on assessment, and that teachers consequently were dissatisfied by the lack of opportunities for PD in terms of understanding student thinking and deepening their own content knowledge.…”