Publication

Effective characteristics of professional development programs for science and technology education

Hubers, M. D., Endedijk, M. D. & Van Veen, K., 16-Apr-2020, In : Professional Development in Education. 20 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Hubers, M. D., Endedijk, M. D., & Van Veen, K. (2020). Effective characteristics of professional development programs for science and technology education. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1752289

Author

Hubers, Mireille D. ; Endedijk, Maaike D. ; Van Veen, Klaas. / Effective characteristics of professional development programs for science and technology education. In: Professional Development in Education. 2020.

Harvard

Hubers, MD, Endedijk, MD & Van Veen, K 2020, 'Effective characteristics of professional development programs for science and technology education', Professional Development in Education. https://doi.org/10.1080/19415257.2020.1752289

Standard

Effective characteristics of professional development programs for science and technology education. / Hubers, Mireille D.; Endedijk, Maaike D.; Van Veen, Klaas.

In: Professional Development in Education, 16.04.2020.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Hubers MD, Endedijk MD, Van Veen K. Effective characteristics of professional development programs for science and technology education. Professional Development in Education. 2020 Apr 16. https://doi.org/10.1080/19415257.2020.1752289


BibTeX

@article{15d0e43b39d44ffa9b2467262b9e653c,
title = "Effective characteristics of professional development programs for science and technology education",
abstract = "Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from four professional development programmes for science and technology education were collected and analysed and interviews were held with principal investigators who were involved in the design of these programmes and with educators who worked with these programmes. The characteristics duration and coherence with context appeared to be fully addressed in respectively two and one programmes. The other characteristics were incorporated to a limited extent or not at all. Overall, the present study illustrated the apparent challenges in designing professional development programmes.",
keywords = "Professional development, educational change, science and technology education, teacher learning, PEDAGOGICAL FRAMEWORK, POLICY IMPLEMENTATION, TEACHERS, INQUIRY, REFORM, INSTRUCTION, KNOWLEDGE, COGNITION, QUALITY, CONTEXT",
author = "Hubers, {Mireille D.} and Endedijk, {Maaike D.} and {Van Veen}, Klaas",
year = "2020",
month = "4",
day = "16",
doi = "10.1080/19415257.2020.1752289",
language = "English",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Effective characteristics of professional development programs for science and technology education

AU - Hubers, Mireille D.

AU - Endedijk, Maaike D.

AU - Van Veen, Klaas

PY - 2020/4/16

Y1 - 2020/4/16

N2 - Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from four professional development programmes for science and technology education were collected and analysed and interviews were held with principal investigators who were involved in the design of these programmes and with educators who worked with these programmes. The characteristics duration and coherence with context appeared to be fully addressed in respectively two and one programmes. The other characteristics were incorporated to a limited extent or not at all. Overall, the present study illustrated the apparent challenges in designing professional development programmes.

AB - Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from four professional development programmes for science and technology education were collected and analysed and interviews were held with principal investigators who were involved in the design of these programmes and with educators who worked with these programmes. The characteristics duration and coherence with context appeared to be fully addressed in respectively two and one programmes. The other characteristics were incorporated to a limited extent or not at all. Overall, the present study illustrated the apparent challenges in designing professional development programmes.

KW - Professional development

KW - educational change

KW - science and technology education

KW - teacher learning

KW - PEDAGOGICAL FRAMEWORK

KW - POLICY IMPLEMENTATION

KW - TEACHERS

KW - INQUIRY

KW - REFORM

KW - INSTRUCTION

KW - KNOWLEDGE

KW - COGNITION

KW - QUALITY

KW - CONTEXT

U2 - 10.1080/19415257.2020.1752289

DO - 10.1080/19415257.2020.1752289

M3 - Article

JO - Professional Development in Education

JF - Professional Development in Education

SN - 1941-5257

ER -

ID: 124506231