The Professional Learning of Teachers of Science

Dear Colleagues, 

Science teaching encompasses multiple disciplines, interactions between different forms of knowledge, and diverse pedagogies, including hands-on practical activities. Pupils bring to their learning multiple and alternative conceptions about natural phenomena, the role of science in today’s society, and scientific careers [1]. Teachers often lack confidence in teaching some or all areas of the subject, deriving from their backgrounds in other subject areas or from the interactions of science with other subject areas [2]. While many aspects of teacher professional development, such as its content and delivery model, have been well-researched [3,4], we lack an understanding of how teachers of science, who have varying professional knowledge, backgrounds and epistemological perspectives, engage with and learn from professional development activities.

This Special Issue explores how professional development supports in-service teachers of science working with children of all ages and in jurisdictions around the world. In many jurisdictions, governments invest in professional learning initiatives for in-service teachers of science, while national, regional and local providers offer professional development within, between and outside schools [5]. Meanwhile, teachers increasingly engage online with informal and formal professional learning activities [6]. 

Multiple perspectives exist on the purpose and definition of professional development and professional learning [7]. We take a broad view, including intentional, formal and informal processes and activities that aim to enhance the professional knowledge, skills and attitudes of teachers. Some professional development activities aim to align teachers’ practice with government-endorsed reforms or particular views of evidence [8]. Others intend to support the building of teachers’ confidence and self-efficacy, their identities as teachers or to facilitate enquiries into practice [9,10].

Research areas may include (but are not limited to) the following:

1. Quantitative, qualitative and mixed-methods studies of innovative approaches to the professional development and learning of teachers of science, such as their effectiveness, delivery models, content and leadership.
2. Quantitative, qualitative and mixed-methods studies of the professional development and learning of teachers of science, which describe their impacts, such as their outcomes relating to teachers’ practice, their feelings about their practice, career progression and retention, and the wider impacts on their schools.
3. Comparative studies that compare and contrast different aspects of the professional development of teachers of science and their outcomes, such as comparison of different science subjects, countries, teacher specialisms, age phases, or models of professional learning.
4. Policy studies of national, regional or local approaches to the professional development of teachers of science, such as those aimed at addressing teachers’ subject knowledge and confidence, teacher specialisation and retention.
5. Reviews of research and theoretical perspectives on the professional learning of teachers of science from varying backgrounds, contexts or perspectives.

References

1. Taber, K.S. Multiple Frameworks?: Evidence of Manifold Conceptions in Individual Cognitive Structure. International Journal of Science Education 2000, 22, 399–417, doi:10.1080/095006900289813.
2. Maeng, J.L.; Whitworth, B.A.; Bell, R.L.; Sterling, D.R. The Effect of Professional Development on Elementary Science Teachers’ Understanding, Confidence, and Classroom Implementation of Reform-Based Science Instruction. Science Education 2020, 104, 326–353, doi:10.1002/sce.21562.
3. Cordingley, P.; Higgins, S.; Greany, T.; Buckler, N.; Colds-Jordan, D.; Crisp, B. Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development; Teacher Development Trust: London, UK, 2015;
4. Kennedy, M.M. How Does Professional Development Improve Teaching? Review of Educational Research 2016, 86, 945–980, doi:10.3102/0034654315626800.
5. Chedzey, K.; Cunningham, M.; Perry, E. Quality Assurance of Teachers’ Continuing Professional Development: Design, Development and Pilot of a CPD Quality Assurance System; Chartered College of Teaching: London, UK, 2021;
6. Perry, E. Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development. Education Sciences 2023, 13, 48, doi:10.3390/educsci13010048.
7. Mitchell, R. What Is Professional Development, How Does It Occur in Individuals, and How May It Be Used by Educational Leaders and Managers for the Purpose of School Improvement? Professional Development in Education 2013, 39, 387–400, doi:10.1080/19415257.2012.762721.
8. Perry, E.; Bevins, S. Building Capacity for Professional Development: The Development of Teachers as Facilitators in Ghana. Professional Development in Education 2019, 45, 390–404, doi:10.1080/19415257.2018.1474489.
9. Bevins, S.; Jordan, J.; Perry, E. Reflecting on Professional Development. Educational Action Research 2011, 19, 399–411, doi:10.1080/09650792.2011.600643.
10. Lofthouse, R.; Flanagan, J.; Wigley, B. A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development. Educational Action Research 2016, 24, 519–534, doi:10.1080/09650792.2015.1110038.

Prof. Dr. Emily Perry
Dr. Josephine Booth
Dr. Stuart Bevins
Guest Editors

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• professional development

• professional learning
• teacher
• science teacher
• continuing professional development
• CPD
• coaching
• mentoring
• informal
• formal