The impact of a professional development model for a mobilized science curriculum: A case study of teacher changes

Chee Kit LOOI, Daner SUN, Mi Song KIM, Yun WEN

Research output: Contribution to journalArticles

2 Citations (Scopus)

Abstract

Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the establishment of the TPD model and exploration of its impact on teacher behaviors in the curriculum implementation.
Sample, design, and methods: In the study, two representative science teachers' implementation of the science curriculum was presented together with an in-depth study of the TPD sessions. The data from the teacher-led PD working sessions, classroom observation and teacher interview were collected. Mixed methods and case study were used to analyze the teacher performance on the PD working sessions and on the curriculum implementation.
Results: Our findings suggested that teachers benefited from the structured TPD which provided opportunities for sharing, extensive feedback, and reflection of the curriculum implementation. It showed that teachers had transformed questioning from traditional ways into constructivist-oriented patterns in the classroom. More student-centered activities were conducted and complemented with teachers' various scaffolds for learning. Analysis of learning artifacts attested to improvements in students' conceptual understanding of science.
Conclusion: TPD refers to a continuing and dynamic system for PD which needs to be changed and elaborated based on teacher needs, school context and the problems and challenges encountered in the teaching practice. TPD development and teachers' growth in the belief and competences on the instruction constitute a mutual evolution process. Their evolution could guarantee the apt enactment and spread of the curriculum innovation to impact depth, to sustain and to spread. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)86-110
JournalResearch in Science & Technological Education
Volume36
Issue number1
Early online dateDec 2017
DOIs
Publication statusPublished - 2018

Citation

Looi, C.-K., Sun, D., Kim, M. S., & Wen, Y. (2018). The impact of a professional development model for a mobilized science curriculum: A case study of teacher changes. Research in Science & Technological Education, 36(1), 86-110. doi: 10.1080/02635143.2017.1409704

Keywords

  • Teacher professional development
  • Science curriculum
  • Mobile learning

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