Positioning teachers at the center of professional development: identifying needs and designing individualized professional development programs
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An individualized approach to designing professional development programs is one of the central issues in discussions about effective teacher professional development. This paper emphasizes the importance of tailoring professional development programs to the specific needs of teachers and outlines a way to identify those needs. Although the research is focused on the needs of natural science teachers, the approach used to determine those needs is applicable to teachers of other subjects as well. The study involved 14 Nature/Science teachers and their fifth-grade elementary school students. Conducted in 2023, it included a survey of 234 students, 216 of whom also underwent testing for scientific literacy. For the purposes of the study, surveys for teachers and students were designed, along with a test to assess knowledge of scientific concepts and skills crucial for scientific literacy. By comparing the results of the teacher survey with the responses of students and the test results, we identified the professional development needs of natural science teachers in improving teaching practices that support scientific literacy. While teachers reported frequently using teaching strategies that promote scientific literacy, the test results indicated significant deficiencies in students' understanding and application of scientific concepts. This discrepancy highlights the challenge of effectively translating professional development learning into classroom practice. The study shows how teachers and professional development organizers can use assessment tools to identify specific training needs. The findings advocate for an individualized approach to professional development, ensuring that teaching and assessment methods are aligned with the real challenges of teaching and learning objectives.
Key words: natural sciences; methodical design; reflection; scientific literacy; self-regulated learning.
ABSTRACT
An individualized approach to designing professional development programs is a central issue in discussions about effective teacher development. This paper emphasizes the importance of tailoring programs to the specific needs of teachers and outlines a method for identifying those needs through the comparison of teaching practices and learning achievements. Although the research focuses on natural science teachers, the approach is applicable to other subjects as well. The study shows how teachers and professional development organizers can use assessment tools to identify specific training needs. The findings advocate for an individualized approach to professional development, ensuring that teaching and assessment methods are aligned with the real challenges of teaching and learning objectives.
Keywords: natural sciences; methodical design; reflection; scientific literacy; self-regulated learning.
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References
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