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SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: A SOCIO-CONSTRUCTIVIST PERSPECTIVE

  • Heba EL-DeghaidyEmail author
  • Nasser Mansour
  • Saeed Alshamrani
Article

Abstract

This study presents a typology of continuing professional development (CPD) activities and provides a discussion related to each. The typology includes 2 main themes, which investigate the various types of activities and the content presented in CPD programmes. The study used qualitative methods (open-ended questionnaires in addition to semi-structured interviews) with Saudi Arabian science teachers. The main theoretical framework for this study centres on the socio-constructivist theory of learning. Discussion of the findings leads to a depiction of what science teachers ‘need’ to learn and ‘how’ they want to learn. The aim of this study is to provide a framework for socio-constructivist science teacher professional development based on an attempt to understand how teachers learn effectively in CPD programmes and what science teachers need to learn.

Key words

continuing professional development (CPD) CPD activities socio-constructivism teacher learning 

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Copyright information

© Ministry of Science and Technology, Taiwan 2014

Authors and Affiliations

  • Heba EL-Deghaidy
    • 1
    • 2
    • 6
    Email author
  • Nasser Mansour
    • 3
    • 4
    • 2
  • Saeed Alshamrani
    • 5
  1. 1.School of EducationSuez Canal UniversityIsmailiaEgypt
  2. 2.The Excellence Research Centre of Science and Mathematics EducationKing Saud UniversityRiyadhSaudi Arabia
  3. 3.School of EducationTanta UniversityTantaEgypt
  4. 4.Graduate School of EducationUniversity of ExeterExeterUK
  5. 5.College of Education and The Excellence Research Centre of Science and Mathematics EducationKing Saud UniversityRiyadhSaudi Arabia
  6. 6.Graduate School of EducationAmerican University in CairoCairoEgypt

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