Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project

Abstract

In this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The teachers were involved in developing and testing learning materials in modern physics, and attended workshops and seminars with peers, disciplinary experts, and physics education researchers. Through a qualitative analysis of four focus group interviews, we found that the teachers had experienced professional development (PD) in content knowledge and pedagogical content knowledge (PCK), gained confidence, and discovered a need for more PD regarding assessment of qualitative competence. The teachers talked about content knowledge as the most important knowledge and skills to be a good physics teacher, but also valued knowledge about student thinking and misconceptions. Content knowledge was mentioned as a prerequisite for PCK. Our results show how involving physics teachers in a DBR-project stimulated professional development in several areas and uncovered needs for continuing PD.