Professional development needs for high school physics teachers   From their point of view and the supervision of educational supervisors

Document Type : Original Article

Author


Abu Bakar, K., & Tarmizi, R. A. (1995). Teacher preparation concerns: Professional needs of malaysian secondary school science teachers. 
Al-Mossa, I. (1987). A NEED ASSESSMENT OF SAUDI INTERMEDIATE SCHOOL TEACHERS OF SCIENCE; A BASIS FOR INSERVICE AND PRESERVICE PROGRAMS. Kansas State University.
American Association of Physics Teachers .(2010 ). American Association of Physics Teachers strategic plan 2010-2013. Retrieved on: Sep 14, 2012 from:www.aapt.org.
American Association of Physics Teachers .(2009).The Role,Education, Qualifications and Professional Development of Secondary School Physics Teachers. Retrieved on: Sep 14, 2012 from:www.aapt.org.
Baird, W. E., & Rowsey, R. E. (1989). A survey ofsecondary science teachers' needs. School Science and Mathematics,89(4), 272.
Baird, R. E., Brenneman, T. B., Mullinix, B. G., Bell, D. K., & Culbreath, A. K. (1993). The effects of chemical treatment, harvest date, and specific isolation media on the peanut shell mycobiata of two peanut cultivars. Plant Disease (USA),
Bakar, K. H. (1988). Jordanian and malaysian science teachers' prominent perceived professional needs: A comparison. Journal of Research in Science Teaching, 25(7), 573-587.
Bantwini, B. D. (2007). Is what they get what they really need? critical analysis of professional development models used with elementary science teachers in one school district in south africa. University of Illinois at Urbana-Champaign.
Battersby, S. A. (2002). Professional development practices and needs of connecticut public high school science teachers: A multi-site case study. The University of Connecticut. , 285-285 p.
Borko, H, & Putman, R.T.(1995). Expanding a Teachers' Knowledge Base. InT. R. Gusky &M. Huberman (Eds), Professional development in educaito: New paradigms and practices (pp.36-65). New York: Macmillan.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Campbell, N. (2012). Investigating the relationship between science teachers' professional development and instructional practices.
Center for Effective Teaching and Learning (2007). Professional Development: Intellectual Development and Service to peers as Integral to Professional Teaching, from the world wide web:http://cetalweb.utep.edu/sun/cetal/resources/portfolios/develop.htm
Chval, K., Abell, S., Pareja, E., Musikul, K., & Ritzka, G. (2008). Science and mathematics teachers' experiences, needs, and expectations regarding professional development. EURASIA Journal of Mathematics, Science & Technology Education, 4(1), 31-43.
Cleavinger, L. (2009). The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum Kansas State University.
Cochran, k. F. & Jones, L.L.(1998). The subject matter knowledge of preservice science teachers'. In B. Fraser & K.Tobin (Eds), International hand book of science education(pp.707-718). Dordrecht, The Netherlands: Kluwer Academic Publishers.
 Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement CPRE Publications, University of Pennsylvania.
Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in california. Teachers College Record, 102(2), 294-343.
Corlu, M. A., & Corlu, S. M. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory and Practice, 12(1), 514-521.
 
Cormas, P. C., &Barufaldi, J. P. (2011).The effective research-based characteristics of professional development of the national science foundation's GK-12 program. Journal of Science Teacher Education, 22(3), 255-272.
DeRemer, C. M. (1993). Secondary school science teaching in north dakota: A study of teacher perceived needs for the improvement of instruction. The University of North Dakota , 107-107 p.
Dillon, J. (2010). Towards the professional development of science teachers. Paper presentedat the International Seminar, Professional Reflections, National Science LearningCentre, York, February.
Desimone, L. M. (2011). A primer on effective professional development.Phi DeltKappan, 92(6), 68-71.
Elmore, R. F. (2002). The testing trap. Harvard Magazine, 105(1), 35–37.
Fenstermacher, G. D & Berliner, D.C. (1985).Determining the value of staff development.ElementarySchoolJournal, 85(3), 281-314.
Fishman, J.J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and teacher education, 19, 643-658.
Fok, S., Chan, K., Sin, K., Ng, A. H., & Yeung, A. S. (2005). In-service teacher training needs in hong kong.
Ganser, T. (2000). An ambitious vision of professional development for teachers. National Association of Secondary School Principals.NASSP Bulletin, 84(618), 6-12.
Grayson, D. (2008). Disciplinary knowledge form a pedagogical point of view, in Vicentini, M. and Sassi, E., (Ed.) Connecting Research in Physics Education with Teacher Education, International Commission on Physics Education. Retrieved on Oct 10, 2014 from http://web.phys.ksu.edu/ICPE/Publications/teach2/Grayson.pdf
Goertzen, R. M., Scherr, R. E., & Elby, A. (2010). Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning. Physical Review Special Topics - Physics Education Research, 6(1),
Grossman, P.L .(1995). Teachers' Knowledge.In L. W. Anderson(Ed), International encyclopedia of teaching and teacher education (2nd ed, pp.20-24).
Grossman, P.L, Wilson, S. M, & Shulman, L. S.(1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds(Ed), knowledge base for beginning teachers(pp.23-46). New York: Pergamon.
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers & Teaching, 8(3/4), 381-391.
Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. National Association of Secondary School Principals.NASSP Bulletin, 87(637), 4-20.
Guskey,T.R. (2005). Taking a second look. Journal of Staff Development, 26(1),10-18.
Güzel, H. (2011). Investigation of demographic properties and motivation factors of physics teachers. Kuram VeUygulamada Egitim Bilimleri, 11(2), 1046-1053.
Gyamfi, A. (2003). Needs assessment of science teachers in secondary schools in kumasi, ghana: A basis for in-service education training programs at the science resource centers, State University of New York at Albany , 207-207 p.
Halim, L., & Subahan Mohd. Meerah. (2002). Science trainee teachers' pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20(2), 215-225.
Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3(2), 109-120.
Hendrick, M. G. (2003). Virginia physical science teachers' content knowledge assessment and professional development preferences.  University of Virginia , 231-231 p.
Hewson, P. (2007). Teacher professional development in science. In Abell, S. and Lederman,N. (Eds.), Handbook of research on science education(pp. 1177–1202). Mahwah, NJ:Lawrence Eribaum Associates.
Johnston, J., & Ahtee, M. (2006). Comparing primary student teachers' attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching & Teacher Education: An International Journal of Research and Studies, 22(4), 503-512.
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: using student work to promote collective inquiry. Journal of Mathematics Education, 7, 203-23 5.
Kuhn, T. S.(1962). The structure of scientific revolutions.Chicago : University of Chicago Press.
Kimmel, H., Deek, F. P., Farrell, M. L., & O'Shea, M. (1999). Meeting the needs of diverse student populations: Comprehensive professional development in science, math, and technology for teachers of students with disabilities. School Science and Mathematics, 99(5), 241-249.
King, B. M., & Newmann, F. M. (2000). Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576-580.
Lavonen, J., Jauhiainen, J., Koponen, I., & Kurki-Suonio, K. (2004). Effect of a long-term in-service training program on teachers' beliefs about the role of experiments in physics education. research report. International Journal of Science Education, 26(3), 309-328.
Lee, M. (2001). The effects of a professional development program for physics teachers on their teaching and the learning of their students. The University of Iowa , 175-175 p.
Lepkowska, D. (2009, Jun 23). Education: Science scores: How to inspire tomorrows scientists: Passion is central to success: Continuing professional development for science and math teachers is vital if they are to pass on both knowledge and enthusiasm. The Guardian, pp. 6.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105, 9 13-945.
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics Corwin Press,
Loughran, J., & Ingvarson, L. (1993). Science teachers' views of professional development. Research In Science Education, 23(1), 174.
Lyons, T. (2008). More equal than others? meeting the professional development needs of rural primary and secondary science teachers. Teaching Science, 54(3), 27-31.
MANSOUR, N., ALSHAMRANI, S. M., ALDAHMASH, A. H., & ALQUDAH, B. M. (2013). Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs. Eurasian Journal Of Educational Research (EJER), (51), 29-44.
McTavish, J. F. (1993). Factors influential in changing the practices of ontario physics teachers for evaluating student achievement.University of Toronto (Canada)).  217-217 p.
Meltzer, David E., & Shaffer,Peters S. (2011). Teacher Education in Physics : Research, Curriculum, and Practice . American Physical Society.
Morine-Dershimer, G, Kent, T.(1999). The complex nature and sources of teachers' pedagogical knowledge. InJ. Gess-Newsome & N.G. Lederman(Eds), Examining pedagogical content knowledge (pp.21-50).Dordrecht, The Netherlands:Kluwer Academic Publishers.
Mualem, R., & Eylon, B. (2009). Teaching physics in junior high school: Crossing the borders of fear. European Journal of Teacher Education, 32(2), 135-150.
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243-261.
National Conference of State Legislatures: The forum for Americas Ideas(2002). Quality Teaching, Professional Learning and The Legislative Agenda: The state of state professional development,U.S.A,nsdc.
National Science Teachers Association. (2012).Standards for Science Teacher Preparation. Retrieved on Sep 14, 2012 from: http://www.nsta.org/preservice
Neakrase, J. J. (2010). Nature or nurture? A characterization of the knowledge and practices of in- and out-of-field beginning secondary physics teachers.  Arizona State University.
Nelms, A. W. (2012). Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context, The University of Alabama. , 244.
Noh, T., Cha, J., Kang, S., & Scharmann, L. (2004). Perceived professional needs of korean science teachers majoring in chemical education and their preferences for online and on-site training. International Journal of Science Education, 26(10), 1269-1289.
Nuri, B., & Ali, E. (2011). Turkish New High School Physics Curriculum: Teachers' Views and Needs. Eurasian Journal Of Physics And Chemistry Education, (Special), 72.
O'Connor, E. A., & Fish, M. C. (1998). Differences in the classroom systems of expert and novice teachers. 
Ogan-Bekiroglu, F. (2007). Bridging the gap: Needs assessment of science teacher in-service education in turkey and the effects of teacher and school demographics. Journal of Education for Teaching, 33(4), 441.
Park, S., & Oliver, S. J. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
Piatt, A. E. (1995). Professional development needs of science teachers in the middle grades in chattanooga and hamilton county, tennessee. The University of  Tennessee.  146-146 p.
Putnam, R. T, Heaton, R, Prawat, R.S. & Remillard, J.(1992). Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. Elementary School Journal,93,213-288.
Rhoton, J., & McLean, J. E. (2008).Developing teacher leaders in science: Catalysts for improved science teaching and student learning. Science Educator, 17(2), 45-56.
Rhodes CP, Beneickes.(2001). The Management of Coaching, Mentoring and peer-Networking in Schools, Presented at the SCETT Conference, Dunchurch,5-7 October.
Schwab, J.(1978). Education and the structure of the disciplines. In I. Westbury & N. Wilkof (Eds), Science curriculum and liberal education (pp.229-272). Chicago: The University of Chicago press.
Seung, E. (2007). Examining the development of knowledge for teaching a novel introductory physics curriculum, Purdue University.
Shen, W. H. (2008). Research on pedagogical knowledge development of middle school physics teacher. South China Normal University.
Shumack, K. A., & Forde, C. M. (2011).Business educators perceptions of the impact of their professional development on classroom instruction. Delta Pi Epsilon Journal, 53(1), 1-13.
Shulman, L. S. (1986). Those who understand: A conception of teacher knowledge. American Educator, 10(1), 9-15.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1.
Singer, J., Lotter, C., Feller, R., & Gates, H. (2011). Exploring a model of situated professional development: Impact on classroom practice. Journal of Science Teacher Education, 22(3), 203-227.
Speck, M., & Knipe, C. O. (2005). Why can't we get it right? designing high-quality professional development for standards-based schools. second edition Corwin Press,
Sperandeo-Mineo, M., Fazio, C., & Tarantino, G. (2006). Pedagogical content knowledge development and pre-service physics teacher education: A case study. Research in Science Education, 36(3), 235-268.
Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching.Teaching and Teacher Education, 5(1), 1-20.
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence for teachers' change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30(5), 593-617.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.
The Association for Science Teacher Education. (2012). Welcome to ASTE! . Retrieved on: Sep 21, 2012 from: http://theaste.org/
Thurston, A., Christie, D., Howe, J. C., Tolmie, A., & Topping, J. K. (2008). Effects of continuing professional development on group work practices in scottish primary schools. Journal of in-Service Education, 34(3), 263-282.
Veal, W. R.(2010). Assessing components of pedagogical content knowledge through observational methods. Paper presented at the National Association of Research on Science Teaching, Philadelphia,PA
Villegas-Reimers, E. (2003). Teacher professional development : an international review of the literature / Eleonora Villegas-Reimers. Paris : International Institute for Educational Planning, 2003.
Wenglinsky, H., & Silverstein, S. C. (2007). The science training teachers need. Educational Leadership, 64(4), 24-29. 
White, L. F. (1990). A study of professional needs as perceived by oklahoma middle-level science teachers. Oklahoma State University, 268-268 p.
Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823. 
Zeidler, D. L. (2002). Dancing with maggots and saints: Visions for subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge in science teacher education reform. Journal of Science Teacher Education, 13(1), 27-42.