The nature of natural sciences teachers' attitudes towards professional development based on the lesson research strategy in teaching natural sciences at the secondary level in light of some variables

F. Aldossari, Norah; M. Aljabber, Jabber

doi:10.21608/jsre.2019.56474

The nature of natural sciences teachers' attitudes towards professional development based on the lesson research strategy in teaching natural sciences at the secondary level in light of some variables

Document Type : Original Article

Authors

10.21608/jsre.2019.56474

Abstract

ABSTRACT:
The study aimed to identify The nature of natural science female teachers' attitudes towards professional development based on lesson study strategy in teaching natural sciences in high school, Disclosure of differences, if any, towards classroom practices, professional development, school support, and evaluation is attributable to scientific specialization and years of teaching experience. The study population included all natural science female teachers' in high school enrolled in the Department of Education in Al-Kharj city during the academic year 1439-1440, and its sample consisted of (157) female teachers. To achieve the aim of the study, The researchers designed a tool composed of (37) items, which was divided into four Axes, namely: Classroom practices, professional development, school support, and evaluation. A pilot study was conducted to assure the validity and reliability of the questionnaire, where the Cronbach's alpha was (0.97), which was considered reliable. Data analyses used statistical treatments, such as frequencies, percentages, mean averages, one–way ANOVA. Results of the study showed that the natural science female teachers' attitudes towards professional development based on lesson study strategy in teaching natural sciences were in the range of "agree". Additionally, the order of such attitudes was: Classroom practices, professional development, evaluation, and then school support. Also, results revealed that there was no statistical significant differences found with regard to scientific major and years of teaching experience.

Keywords

References

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