Primary Teachers’ Professional Learning Preferences in Science and Technology

Publisher:
International Institute of Social and Economic Sciences (IISES)
Publication Type:
Journal Article
Citation:
International Journal of Teaching and Education, 2015, III (3), pp. 35 - 49
Issue Date:
2015
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It has long been established that there are particular challenges to the teaching of primary science and technology. Teacher professional development is almost universally regarded as critical to the provision of high quality school education and to the provision of effective science and technology teaching. This study surveyed 173 primary school teachers in Australia to determine the current state of teacher professional learning in order to understand what professional learning might be attractive to primary school teachers of science and technology. The survey was conducted during the roll out of a new national curriculum and obtained information on: personal and demographic details, professional learning preferences, and school science and technology capability. The findings suggest that these teachers’ preferred professional development that included: expert input, sequences of workshops delivered during school time, the trial of practical activities in their own class with collaborative reflection, sharing and discussion of classroom experiences facilitated by a team based strategy such as co-planning and teaching common lessons or lessons with similar activities.
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