Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach.

Burke, P; Palmer, TA; Pressick-Kilborn, K

Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach.

Burke, P

Palmer, TA Pressick-Kilborn, K

Permalink

Publisher:: Springer
Publication Type:: Journal Article
Citation:: Research in Science Education, 2022
Issue Date:: 2022-10-20

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted versionAdobe PDF (584.2 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Burke, P https://orcid.org/0000-0003-0978-0237
dc.contributor.author	Palmer, TA
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.date.accessioned	2022-10-06T03:38:24Z
dc.date.available	2021-10-08
dc.date.available	2022-10-06T03:38:24Z
dc.date.issued	2022-10-20
dc.identifier.citation	Research in Science Education, 2022
dc.identifier.issn	0157-244X
dc.identifier.issn	1573-1898
dc.identifier.uri	http://hdl.handle.net/10453/162353
dc.description.abstract	This study examined the preferences for professional development (PD) in primary (elementary) science among pre-service teachers (PSTs) and in-service teachers (ISTs). The contribution of the study is its focus on quantifying the relative importance of factors that were significant for teachers by using best–worst scaling methodology. Rather than considering potential factors in isolation, teachers traded off among content areas of PD, thereby revealing which aspects they most preferred. A comparison of PSTs and ISTs indicated that both sought greater guidance on adapting their science teaching for multi-age classes and on strategies to engage students in activity-based science. Relative to the PSTs, the ISTs reported less need for PD opportunities that emphasized collaboration and networks, and science pedagogy and content. Both groups indicated that they would most benefit from PD that focused on building their knowledge and strategies for teaching guided inquiry and investigation- and activity-based science. The findings offer critical insights into the broader improvement of PD of teachers in the context of science education.
dc.language	English
dc.publisher	Springer
dc.relation	Australian Academy of Science
dc.relation.ispartof	Research in Science Education
dc.relation.isbasedon	10.1007/s11165-021-10030-w
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in Research in science education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s11165-021-10030-w
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach.
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2022-10-06T03:38:22Z
pubs.publication-status	Published

Abstract:

This study examined the preferences for professional development (PD) in primary (elementary) science among pre-service teachers (PSTs) and in-service teachers (ISTs). The contribution of the study is its focus on quantifying the relative importance of factors that were significant for teachers by using best–worst scaling methodology. Rather than considering potential factors in isolation, teachers traded off among content areas of PD, thereby revealing which aspects they most preferred. A comparison of PSTs and ISTs indicated that both sought greater guidance on adapting their science teaching for multi-age classes and on strategies to engage students in activity-based science. Relative to the PSTs, the ISTs reported less need for PD opportunities that emphasized collaboration and networks, and science pedagogy and content. Both groups indicated that they would most benefit from PD that focused on building their knowledge and strategies for teaching guided inquiry and investigation- and activity-based science. The findings offer critical insights into the broader improvement of PD of teachers in the context of science education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/162353