The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers
The purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers’ practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The prese...
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| Format: | Article |
| Language: | English |
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Seyit Ahmet Kıray
2022-05-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/506 |
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| author | Ozlem Oktay Ali Eryilmaz |
| author_facet | Ozlem Oktay Ali Eryilmaz |
| author_sort | Ozlem Oktay |
| collection | DOAJ |
| description | The purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers’ practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The present study used qualitative research methodology, including a case study research. Data were collected from seven participating teachers and their 9th grade students. The PD model framework has four main components: analysis, planning, implementation, and evaluation. A teacher survey, an observation form, a student group-interview protocol, treatment-fidelity and treatment-verification opinion forms were developed as measuring instruments. Thematic coding was used in every dimension. The data were evaluated using a frequency analysis and displayed in tables. The results showed that the PD program had a positive effect on teachers’ classroom practices. The more the teachers participated in each dimension of the PD program, the greater the level of positive change observed in the teachers’ lesson applications. When the results were examined in relation to teaching strategies, materials/technologies, and assessment techniques used for various purposes, there was a clear increase in the number, variety, and quality of strategies, materials, and technologies used in these dimensions. |
| format | Article |
| id | doaj-art-f8dbf3875ce74f28ad28d4b67100e4e9 |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2022-05-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-f8dbf3875ce74f28ad28d4b67100e4e92025-02-03T22:04:08ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2022-05-018210.55549/jeseh.01113596The Effects of a Professional Development Program on the Classroom Practices of Physics TeachersOzlem Oktay0https://orcid.org/0000-0002-0207-1211Ali Eryilmaz1https://orcid.org/0000-0003-2161-6018Ataturk UniversityMiddle East Technical UniversityThe purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers’ practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The present study used qualitative research methodology, including a case study research. Data were collected from seven participating teachers and their 9th grade students. The PD model framework has four main components: analysis, planning, implementation, and evaluation. A teacher survey, an observation form, a student group-interview protocol, treatment-fidelity and treatment-verification opinion forms were developed as measuring instruments. Thematic coding was used in every dimension. The data were evaluated using a frequency analysis and displayed in tables. The results showed that the PD program had a positive effect on teachers’ classroom practices. The more the teachers participated in each dimension of the PD program, the greater the level of positive change observed in the teachers’ lesson applications. When the results were examined in relation to teaching strategies, materials/technologies, and assessment techniques used for various purposes, there was a clear increase in the number, variety, and quality of strategies, materials, and technologies used in these dimensions.https://jeseh.net/index.php/jeseh/article/view/506Physics educationProfessional developmentPractices of physics teachersQualitative methodology |
| spellingShingle | Ozlem Oktay Ali Eryilmaz The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers Journal of Education in Science, Environment and Health Physics education Professional development Practices of physics teachers Qualitative methodology |
| title | The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers |
| title_full | The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers |
| title_fullStr | The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers |
| title_full_unstemmed | The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers |
| title_short | The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers |
| title_sort | effects of a professional development program on the classroom practices of physics teachers |
| topic | Physics education Professional development Practices of physics teachers Qualitative methodology |
| url | https://jeseh.net/index.php/jeseh/article/view/506 |
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