A Framework for Designing Effective Professional Development: Science Teachers’ Perspectives in a Context of Reform
Heba EL-Deghaidy 1 2 * , Nasser Mansour 2 3 4, Abdulwali Aldahmash 2, Saeed Alshamrani 2
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1 Suez Canal University, EGYPT2 King Saud University, SAUDI ARABIA3 University of Exeter, UK4 Tanta University, EGYPT* Corresponding Author


This paper explores science teachers’ experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The questionnaire was administrated to science teachers in Saudi Arabia of both genders with a variety of teaching experiences, science specialisms and to those teaching in primary, middle and secondary stage schools. The findings indicate that teachers have concerns about continuing professional development (CPD) programmes offered to them. Teachers’ description of CPD showed that they were passive recipients of a pre-packed programme paving the way to how they form their professional identity. Teachers reflected on the aspects that can lead to effective CPD. Drawing on the findings, this paper presents a framework for effective CPD for science teachers where teachers are collaborative, proactive as leaders of reform and with positive professional identities in a context of reform.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 6, 1579-1601


Publication date: 30 Dec 2015

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