Changing pedagogy of secondary science teachers: the impact of a two-year professional development programme

Abstract

This article explores teacher perspectives on how aspects of their pedagogy had changed through training, to support the implementation of the Cognitive Acceleration through the Science Education (CASE) project in their schools. The evidence considered here was collected through questionnaires and interviews involving 22 teachers. The questionnaires were completed on the conclusion of the 2-year CASE training programme. The interviews were carried out 1 year after completion of the training programme. The reflective views of teachers' own professional development through CASE indicated that several pedagogical changes had taken place. These changes were not always anticipated and appeared to extend beyond Key Stage 3. The most notable changes were generally that more opportunities for discussion amongst peers were introduced, a change in teachers' questioning technique, an increase in opportunities for pupils to predict outcomes, and more pro-active grouping of students. These changes were initially specific to the CASE programme, but gradually became more generic in nature. There were indications that these changes were gradual and developed over the 2-year training period.