Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach.
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| Title: | Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach. |
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| Authors: | Burke, Paul F.1 (AUTHOR) paul.burke@uts.edu.au, Palmer, Tracey-Ann2 (AUTHOR), Pressick-Kilborn, Kimberley2 (AUTHOR) |
| Source: | Research in Science Education. Dec2022, Vol. 52 Issue 6, p1791-1806. 16p. |
| Subject Terms: | *Teacher development, *Professional education, *Teachers, *Student teachers, *Science teachers |
| Abstract: | This study examined the preferences for professional development (PD) in primary (elementary) science among pre-service teachers (PSTs) and in-service teachers (ISTs). The contribution of the study is its focus on quantifying the relative importance of factors that were significant for teachers by using best–worst scaling methodology. Rather than considering potential factors in isolation, teachers traded off among content areas of PD, thereby revealing which aspects they most preferred. A comparison of PSTs and ISTs indicated that both sought greater guidance on adapting their science teaching for multi-age classes and on strategies to engage students in activity-based science. Relative to the PSTs, the ISTs reported less need for PD opportunities that emphasized collaboration and networks, and science pedagogy and content. Both groups indicated that they would most benefit from PD that focused on building their knowledge and strategies for teaching guided inquiry and investigation- and activity-based science. The findings offer critical insights into the broader improvement of PD of teachers in the context of science education. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160049148 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160049148 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-021-10030-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1791 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Professional education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Science teachers Type: general Titles: – TitleFull: Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Paul F. – PersonEntity: Name: NameFull: Palmer, Tracey-Ann – PersonEntity: Name: NameFull: Pressick-Kilborn, Kimberley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 52 – Type: issue Value: 6 Titles: – TitleFull: Research in Science Education Type: main |
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