Experienced secondary science teachers' perceptions of effective professional development while pursuing National Board certification

Abstract

Reports such as Rising Above the Gathering Storm and Europe Needs More Scientists exemplify the international community’s concern about the state of public science education. With a lack of scientific literacy for all students and insufficient numbers of individuals choosing to pursue careers in science, the situation is seen as a threat to the sustainability of a robust national economy. Continuing professional development for science teachers is considered a key reform strategy for addressing the problem. As nations invest considerable funds towards improving the quality of science teachers (and consequently student learning) it is reasonable to explore science teacher perceptions regarding the most effective professional learning opportunities. This descriptive study surveyed 118 candidates for National Board certification in Adolescent and Young Adult Science from 42 states about their professional learning experiences. The survey intended to answer the question: ‘How do candidates perceive the relative effectiveness of different professional learning experiences?’ ‘Effectiveness’ here is defined as a professional development's ability to help a teacher foster improved student learning. It is important to note that the survey focused on the approaches to professional development rather than the content or goals of said experiences. Candidates' self‐reports reveal that developing science curriculum, reading scientific literature, and pursuing National Board certification are the three most productive approaches to professional development while education courses and in‐service workshops were identified as least effective. The results suggest that no one model of professional development explains the top rated activities.

Keywords:

• professional learning
• NBPTS
• survey
• teacher perspectives
• professional development
• science teaching

Notes

1. This research was funded by the National Board for Professional Teaching Standards, but does not necessarily reflect the views of the organization.

2. The five propositions of accomplished teaching are:

	1) Teachers are committed to students and their learning.
	2) Teachers know the subjects they teach and how to teach those subjects to students.
	3) Teachers are responsible for managing and monitoring student learning.
	4) Teachers think systematically about their practice and learn from experience.
	5) Teachers are members of learning communities.

3. Only at the completion of the structured interview on teaching and learning and completion of the survey on professional development were candidates asked to comment upon their experiences with the certification process.

4. Because of some administrative problems, all science candidates from 2003 were invited.

5. The names of teachers have been changed to protect their identity.

6. The exception would be committees to choose a text book. However, such decisions are not a regular occurrence.