Abstract
This paper presents an overview of strategies used for in-service physics teacher professional learning which were presented at the Groupe International de Recherche sur l’Enseignement de la Physique (GIREP) 2020 and 2021 Seminars hosted by the University of Malta. The findings presented in this paper have been collated from contributions to Working Group 6 during the seminars in 2020 and 2021 in the form of oral presentations, survey responses, and contributions to focus group discussions. This position paper provides unique insights into how physics teacher education is organized at secondary and university level across different countries. We discuss what strategies are being used to support physics teachers’ learning and how teachers’ needs are identified and addressed in the design and implementation of professional learning programmes. This paper presents details of how evidence of the impact of different strategies for physics teacher education has been collected and evaluated in different countries/programmes. We conclude that reviewing strategies and measuring the effectiveness of strategies used for physics teacher education is essential to ensuring the influence and sustainability of teacher professional learning.
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Acknowledgements
The authors would like to acknowledge the contributions of Working Group 6 participants during the Groupe International de Recherche sur l’Enseignement de la Physique (GIREP) Seminars in 2020 and 2021 hosted by the University of Malta on “Physics Teacher Education—What Matters?” We particularly want to acknowledge the contributions of Dr. David Sands as Working Group 6 leader for the 2020 Webinar.
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McLoughlin, E., Feldman, G., Peeters, W. (2023). Strategies for Enhancing Physics Teacher Education at Secondary and University Level. In: Borg Marks, J., Galea, P. (eds) Physics Teacher Education. Challenges in Physics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-44312-1_9
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