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

International Journal of Science and Mathematics Education volume 13, pages 1539–1566 (2015)Cite this 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.

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Authors and Affiliations

  1. School of Education, Suez Canal University, Ismailia, Egypt

    Heba EL-Deghaidy

  2. The Excellence Research Centre of Science and Mathematics Education, King Saud University, Riyadh, Saudi Arabia

    Heba EL-Deghaidy & Nasser Mansour

  3. School of Education, Tanta University, Tanta, Egypt

    Nasser Mansour

  4. Graduate School of Education, University of Exeter, Exeter, UK

    Nasser Mansour

  5. College of Education and The Excellence Research Centre of Science and Mathematics Education, King Saud University, Riyadh, Saudi Arabia

    Saeed Alshamrani

  6. Graduate School of Education, American University in Cairo, Cairo, Egypt

    Heba EL-Deghaidy

Authors
  1. Heba EL-Deghaidy
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  2. Nasser Mansour
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  3. Saeed Alshamrani
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Correspondence to Heba EL-Deghaidy.

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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

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