Factors Influencing Science Teachers' Professional Development: A Cultural-Historical Activity Theory Perspective
Saved in:
| Title: | Factors Influencing Science Teachers' Professional Development: A Cultural-Historical Activity Theory Perspective |
|---|---|
| Language: | English |
| Authors: | Xinyang Hu (ORCID |
| Source: | Journal of Research in Science Teaching. 2025 62(7):1764-1794. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Science Teachers, Faculty Development, Social Theories, Educational Theories, Content Analysis, Influences, Communities of Practice, Rural Education, Technology Uses in Education, Program Improvement |
| DOI: | 10.1002/tea.22025 |
| ISSN: | 0022-4308 1098-2736 |
| Abstract: | Exploring the factors influencing science teacher professional development (STPD) and their interactions may provide insight into promoting professional development and improving science education. However, existing research mainly focuses on STPD in larger domains, such as individual, external, and contextual, without paying systematic attention to the connections between internal elements within domains. Therefore, this study utilized the cultural-historical activity theory (CHAT) as a framework to systematically explore the interactions between factors influencing STPD. Content analysis was used to identify the factors influencing STPD. Subsequently, we adopted a convergent parallel mixed research method, aiming at a more comprehensive exploration of how these factors affect STPD. The interpretive structural model (ISM) and cross-influence matrix multiplication (MICMAC) method were used to explore the interrelationships among the factors. Furthermore, from the CHAT perspective, semi-structured interviews were used to identify the tensions in STPD. The ISM results showed that the factors influencing STPD have a six-level hierarchical structure. Level 1 represents factors that directly influence STPD. The influences at Level 1 were also directly or indirectly influenced by the factors at Levels 2-6. The primary and secondary contradictions in STPD were identified by integrating the MICMAC and interview results under the CHAT lens. This study established that ISM and MICMAC not only identifies the hierarchical relationship between the influencing factors but also better identifies the contradictions between and within different types of factors from the perspective of CHAT. Based on our results, we suggest a focus on professional practice and learning communities, rural and remote school teachers, and efficient use of technology to connect experts, teacher trainers, and peer groups to improve the reach and efficacy of STPD. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482095 |
| Database: | ERIC |
| Abstract: | Exploring the factors influencing science teacher professional development (STPD) and their interactions may provide insight into promoting professional development and improving science education. However, existing research mainly focuses on STPD in larger domains, such as individual, external, and contextual, without paying systematic attention to the connections between internal elements within domains. Therefore, this study utilized the cultural-historical activity theory (CHAT) as a framework to systematically explore the interactions between factors influencing STPD. Content analysis was used to identify the factors influencing STPD. Subsequently, we adopted a convergent parallel mixed research method, aiming at a more comprehensive exploration of how these factors affect STPD. The interpretive structural model (ISM) and cross-influence matrix multiplication (MICMAC) method were used to explore the interrelationships among the factors. Furthermore, from the CHAT perspective, semi-structured interviews were used to identify the tensions in STPD. The ISM results showed that the factors influencing STPD have a six-level hierarchical structure. Level 1 represents factors that directly influence STPD. The influences at Level 1 were also directly or indirectly influenced by the factors at Levels 2-6. The primary and secondary contradictions in STPD were identified by integrating the MICMAC and interview results under the CHAT lens. This study established that ISM and MICMAC not only identifies the hierarchical relationship between the influencing factors but also better identifies the contradictions between and within different types of factors from the perspective of CHAT. Based on our results, we suggest a focus on professional practice and learning communities, rural and remote school teachers, and efficient use of technology to connect experts, teacher trainers, and peer groups to improve the reach and efficacy of STPD. |
|---|---|
| ISSN: | 0022-4308 1098-2736 |
| DOI: | 10.1002/tea.22025 |
