Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project
DOI:
https://doi.org/10.5617/nordina.8712Sammendrag
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.
Nedlastinger
Publisert
Utgave
Seksjon
Lisens
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).