Exploring Primary Teachers’ Professional Learning Network (PLN) Activities for Value as Professional Development in Science Education
- Publication Type:
- Thesis
- Issue Date:
- 2021
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Effective, scalable teacher professional development is requisite to international governments’ objectives of improved student learning outcomes and career uptake in science and STEM fields. In seeking an optimal balance between personally relevant and professionally potent development, primary teachers are among those using Professional Learning Networks (PLNs). This multi-mixed methods study, includes quantitative and qualitative data collection, focused on investigating international primary teachers’ PLN activities, for contributing value as professional development in science education. Data analysed and integrated came from an online survey, interviews, participant artefacts, including a brief review of professional documents. Participants’ perceptions, analysed through a socio-cultural theoretical lens, revealed key themes. Themes indicated participants’ informal activities in multiple online contexts of their PLN contribute considerable value for developing professionally, although not exclusively in science education. Value ascertained from teachers’ perceptions, used criteria for effective teacher professional development and a model for teacher professional knowledge. Primary teacher participants, regardless of science background, perceived that their PLN activities inspire, promote, support and affirm implementation of newer science and technology practices. Participants’ selective online PLN construction, contingent interactions and reflective activities provide evidence of developing science pedagogical content knowledge (PCK). Participants shared ideas, resources, tools and ways to implement these, to science-topic and K-6 suitable specificity. In sharing professional knowledge such as science PCK, participants influenced their own and others’ professional identity. Participants adapted general pedagogical knowledge for science; and participants refined their science content knowledge (SCK) (to a lesser extent); both with implications for student learning. While acknowledging study limitations, primary teachers’ PLN use, has individual and collective value for professional development in science education. An implication for pre-service teachers and in- service teachers is that using a PLN inspires and supports opportunities to develop their science pedagogical knowledge and teaching skills through a career.
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