An Evidence‐Based Continuous Professional Development Programme on Knowledge Integration in Physics: A study of teachers’ collective discourse

Abstract

We describe an evidence‐based continuing professional development programme on knowledge integration (KI) for high‐school physics teachers. Sixteen teachers participated in the year‐long programme (about 40 face‐to‐face lessons and in‐between computerised interactions). The teachers experienced the KI activities as learners and then engaged in an ‘evidence‐based’ approach, i.e. implemented the activities in their classes, collected data about teaching and learning, analysed the data, and discussed the evidence collaboratively. The study investigated teachers’ learning throughout the programme as reflected in the collective discourse held during the meetings by examining the ideas that were raised and how they were influenced by the evidence‐based approach. The discourse reflects progress in teachers’ tendencies and abilities to continuously find out about individual students’ learning, and to adopt ‘learner‐centred’ views. These views of teaching and learning related to the importance and legitimacy of students’ learning from peers, the need to listen carefully to students’ ideas and reflections, and the need to use a variety of methods for investigating students’ learning in order to plan teaching. Importantly, teachers realised the need for the KI activities and their advantages. They were more willing to adapt them with required customisations. The evidence‐based approach triggered two central reasoning patterns influencing teachers' learning: contrasting expectations with facts and making generalisations. Towards the end of the programme, the teachers realised the general importance of the evidence‐based approach, beyond its support of the particular domain of KI, and they concluded that examination of their practice is a powerful tool for enhancing their teaching as well as their students’ learning.

Acknowledgement

We thank Miriam Carmeli for insightful comments on this manuscript, and the participating teachers for sharing with us their experience.