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.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Price excludes VAT (USA)
Tax calculation will be finalised during checkout.
Aldahmash, A. & Alshamrani, S. (2012). The nature of Saudi science teacher practices of the scientific inquiry: Supervisors’ perspectives. Journal of Educational Sciences, 13, 439–462. Bahrain (In Arabic).
Alshamrani, S. (2012). Priorities of research in science education in Saudi Arabia. Journal of Educational Sciences and Islamic Studies, Saudi Arabia, 24(1), 199–128.
Alshayea, F. & Abdulhameed, A. (2011). Mathematics and natural sciences project: Hopes and ambitions. Paper presented at the 15th Annual conference for the Association of Science Education, Egypt (In Arabic).
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. Washington, D.C.: American Association for the Advancement of Science (AAAS).
Appleton, K., Ginns, I. & Watters, J. (2000). The development of pre-service elementary science teacher education in Australia. In S. Abel (Ed.), Science teacher education: An international perspective (pp. 9–29). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Austin, Z., Marini, A. & Glover, N. (2005). Continuous professional development: A qualitative study of pharmacists’ attitudes, behaviors, and preferences in Orientario Canada. Journal of Pharmaceutical Education, 69(1), 25–33.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
Boyle, B., Lamprianou & Boyle (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1–17.
Bransford, J., Brown, A. & Cocking, R. (2000). How people learn. Washington, DC: National Academy Press.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Chval, K., Abell, S., Enrique, P., Musikul, K. & Ritza, G. (2008). Science and mathematics teachers’ experiences, needs and expectations regarding professional development. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 31–43.
Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teacher and Teacher Education, 18(8), 947–967.
Cordingley, P., Bell, M., Thomason, S. & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? London: EPPI-Centre.
Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.
Dalgarno, N. & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education, 23(7), 1051–1065.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
Desimone, L., Porter, A., Garet, M., Yoon, K. & Birman, B. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 242, 81–112.
Dillon, J., Osborne, J., Fairbrother, R. & Kurina, L. (2000). A study into the professional views and needs of science teachers in primary and secondary schools in England. London: Council for Science and Technology.
Galanouli, D. (2010). School-based professional development: A report for the general teaching council in Northern Ireland. Retrieved May 21, 2013, from: http://dera.ioe.ac.uk/11060/1/School_Based_Report_April2010.pdf.
Garet, M., Porter, A., Desimone, L., Birman, B. & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Goos, M. (2008). Towards a sociocultural framework for understanding the work of mathematics teacher. Retrieved April 16, 2013, from: http://www.merga.net.au/documents/RP252008.pdf.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Buckingham: Open University.
Jones, M. & Eick, C. (2007). Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers. Science Education, 91, 492–513.
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31(2), 235–250.
Kimble, L., Yager, R. & Yager, S. (2006). Success of a professional-development model in assisting teachers to change their teaching to match the more emphasis conditions urged in the National Science Education Standards. Journal of Science Teacher Education, 17(3), 309–322.
Kreber, C. (2006). Developing the scholarship of teaching through transformative learning. Journal of Scholarship of Teaching and Learning, 6(1), 88–109.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lieberman, A. & Pointer Mace, D. (2008). Teacher learning: The key to education reform. Journal of Teacher Education, 59(3), 226–234.
Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S. & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
Mansour, N., Alshamrani, S., Aldahmash, A., & Alqudah, B. (2013). Saudi Arabian science teachers and supervisors’ views of professional development needs. Eurasian Journal of Educational Research, 51, 1–27.
Mansour, N., EL-Deghaidy, H., Alshmrani, S., & Aldahmash, A. (2014). Rethinking the theory and practice of continuing professional development: Science teachers’ perspectives. Research in Science Education. doi: 10.1007/s11165-014-9409-y.
National Council for Accreditation of Teacher Education, NCATE. (2001). Standards for professional development schools: The standard of excellence in teacher preparation. Retrieved April 16, 2013, from: http://www.ncate.org/LinkClick.aspx?fileticket=P2KEH2wR4Xs%3d&tabid=107.
National Council for Accreditation of Teacher Education, NCATE. (2002). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, D.C.: University of Virginia.
National Research Council, NRC. (1996). National science education standards. Washington, DC: National Academy Press.
Peers, C., Diezmann, C. & Watters, J. (2003). Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education, 33, 89–110.
Pharr, W., Starr, C. & Edwards, C. (2009). Paired professional development: A methodology for continued professional development in computer science. Proceeding of the 2009 ACM SIGSE annual conference on innovation and technology in computer science education. In ITICSE, 218 – 222.
Porter, A., Garet, M., Desimone, L. & Birman, B. (2003). Providing effective professional development: Lessons from the Eisenhower program. Science Educator, 12(1), 23–40.
Putnam, R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Quick, H., Holtzman, D. & Chaney, K. (2009). Professional development and instructional practice: Conceptions and evidence of effectiveness. Journal of Education for Students Placed at Risk, 14(1), 45–71.
Rafea, A. & Aloaisheq, N. (2010). The project of mathematics and natural sciences: translated and adapted curricula. A paper presented at the “The Project of Mathematics and Natural Sciences: translated and adapted curricula”. King Saud University, Riyadh, Saudi Arabia.
Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), Constructivist teacher education: Building new understandings (pp. 3–14). Washington, DC: Falmer Press.
Robinson, M. & McMillan, W. (2006). Who teaches the teachers? Identity, discourse and policy in teacher education. Teaching and Teacher Education, 22, 327–336.
Robson, J. (2006). Teacher professionalism in further and higher education: Changes to culture and practice. Abingdon: Routledge.
Schreurs, B. & De Laat, M. (2012). Work-based networked learning: A bottom-up approach to stimulate the professional development of teachers. Proceedings of the 8th International conference on Networked Learning 2012.
Silverman, D. (2000). Doing qualitative research: A practical handbook. London: Sage.
Sleegers, P., Bolhuis, S. & Geijsel, F. (2005). School improvement within a knowledge economy: Fostering professional learning from a multidimensional perspective. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood & D. Livingstone (Eds.), International handbook of educational policy (pp. 527–543). Dordrecht: Kluwer Academic Publishers.
Van Driel, J. & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Harvard University Press.
Weiss, I., Banilower, E., McMahon, K. & Smith, P. (2001). Report of the 2000 survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
Welmond, M. (2002). Globalization viewed from the periphery: The dynamics of teacher identity in the Republic of Benin. Comparative Education Review, 46(1), 37–65.
About this article
Cite this article
EL-Deghaidy, H., Mansour, N. & Alshamrani, S. SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: A SOCIO-CONSTRUCTIVIST PERSPECTIVE. Int J of Sci and Math Educ 13, 1539–1566 (2015). https://doi.org/10.1007/s10763-014-9560-y