Effective Professional Development and Change in Practice: The Case of Queen Rania Teacher Academy Science Network
More details
Hide details
Associate Professor in Science Education, Hashemite University, JORDAN
Visiting Professor, University of Alberta, CANADA
Online publish date: 2019-05-27
Publish date: 2019-05-27
EURASIA J. Math., Sci Tech. Ed 2019;15(12):em1778
This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program’s activities on teachers’ instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating science teachers’ reflections on a three-year journey of continuous professional development. Qualitative data collected in the form of participants’ self-reflection and field notes from 18 male and female participating science teachers. Findings indicate that even with effective professional development, science teachers encounter diverse challenges to implement the reformed instructional practices in the classroom. Teachers need support, time and resources to succeed in implementing what they learned in their classrooms. Findings also revealed that professional development efforts need to reveal and address existing teachers’ beliefs in order to be successful. Implications for future science continuous professional development efforts are discussed.
Airasian, P. W. (1987). State mandated testing and educational reform: context and consequences, American Journal of Education, 95(3), 393-412.
Anderson, R.D. (1996). Study of curriculum reform. Vol.1: Findings and conclusions. Studies of Educational Reform. (ERIC Document Reproduction Service No. ED 397535).
Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education, 10(5), 483-497.
Bogdan, R., & Biklen, S. (1998). Qualitative research for education: an introduction to theory and methods, 3rd ed. Allyn and Bacon, Needham Heights.
Bredeson, P. V., Fruth, M. J., & Kasten, K. L. (1983) Organizational incentives and secondary school teaching, Journal or Research and Development in Education, 16(1), 24-42.
Cohen, D. K., & Hill, H. C. (1998). State policy and classroom performance: Mathematics reform in California. Washington, DC: Consortium for Policy Research in Education.
Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council; Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199.
Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researchers, 38(3), 181-199.
Emerson, R. M., Fretz, R. I., & Shaw, L.L. (1995). Writing ethnographic fieldnotes. Chicago, IL: The University of Chicago Press.
Flick, L., Keys, C. W., Westbrook, S. L., Crawford, B. A., & Carnes, G. N. (1997). Perspectives on inquiry-oriented teaching practices: Conflict and clarification. Paper presented at the National Association for Research in Science Teaching, Oak Brook, IL.
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
Gess-Newsome, J. (2001). The professional development of science teachers for science education reform: A review of the research. In. J. Rhoton & P. Bowers (Eds.), Professional development planning and design. (pp. 91-100), Arlington, VA: NSTA Press.
Gess-Newsome, J. (2003, April). Implications of the definitions of knowledge and beliefs on research and practice in science teacher education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Guskey, T. R. (1989). Attitude and perceptual change in teachers, International Journal of Educational Research, 13(4), 439-453.
Guskey, T. R. (1997). Implementing Mastery Learning, 2nd edn (Belmont, CA, Wadsworth Publishing Company).
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
Hattie, J. (2009). Visible learning: A synthesis of over 800 met-analyses relating to achievement. New York: Routledge.
Hawley, W., & Valli, L. (1999). The Essentials of Effective Professional Development: A New Consensus. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 127-150). San Francisco, CA: Jossey-Bass.
Hopkins, D. (2003). Understanding Networks for Innovation in Policy and Practice. In Networks of Innovation: Towards New Models for Managing Schools and Systems, (Schooling for Tomorrow series) Paris.
Huberman, M. (1992) Teacher development and instructional mastery, in: A. Hargreaves & M. G. Fullan (Eds) Understand Teacher Development (pp. 122-142) (New York, Teachers College Press).
Huberman, M., & Crandall, D. (1983) People, Policies and Practice: examining the chain of school improvement, Vol. 9, Implications for Action: a study of dissemination efforts supporting school improvement (Andover, MA, The Network Inc.).
Joyce, B., McNair, K. M., Diaz, R., & McKibbin, M. D. (1976). Interviews: Perceptions of professionals and policy makers. Stanford, CA: Stanford Center for Research and Development in Teaching, Stanford University.
Keys, C. W., & Bryan, L. A. (2000). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.
Lortie, D. C. (1975). Schoolteacher: a sociological study (Chicago, IL, University of Chicago Press).
Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1998) Designing professional development for teachers of mathematics and science. Thousand Oaks, CA: Corwin Press.
OECD. (2003). Networks of innovation: Towards new model for managing schools and systems. Paris.
Qablan, A., & DeBaz, T. (2015). Facilitating elementary science teachers’ implementation of inquiry-based science teaching. Teacher Development, 19(1), 3–21.
Qablan, A., Mansour, N., Alshamrani, S., Aldahmash, A., & Sabbah, S. (2015). Ensuring Effective Impact of Continuing Professional Development: Saudi Science Techers’ Perspective. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 619-631.
Qablan, A. (2016). Teaching and learning about science practices: Insights and challenges in professional development. Teacher Development, 20(1), 76-91.
Penuel, W., & Riel, M. (2007). The ‘New’ science of networks and the challenge of school change. Phi Delta Kappan, 88(8), 611-615.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Supovitz, J., & Turner, H. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.<963::AID-TEA6>3.0.CO;2-0.
Taylor, S., & Bogdan, R. (1998). Introduction to qualitative research methods: a guidebook and resource. NY: Wiley.