Abstract:

Only an effective science teacher is able to prepare the students for future labour market that meets the needs for ‘high-level knowledge workers’ who are constantly supplementing themselves professionally” [1]. Teacher professional development is a multifaceted process; involving a self-directed development component. Self-directed professional development is defined as the professional development arising from the teachers’ own initiative that guarantees him/her to continue to build new understandings of teaching and learning [2]. Research has shown that applying such approach enhances the quality of teaching practices [3].

On the other hand – students’ attitudes towards science decline as they progress through secondary school [4]. The possible causes for this are lack of practical work, anxiety in relation to grades and careers, and perceptions of school science as difficult, decontextualized and irrelevant to students’ everyday lives [5]. This raised the need to include the dimension of students' career development into the description of effective teaching.

The goal of current study was to describe science teachers’ self-directed development of three science teachers supported by researcher in conditions that contribute teachers’ self-directed development.

Data were gathered from two action research cycles which lasted from June 2016 to November 2018. For data collection following instruments were used:
(1) the observation of lessons;
(2) following analyse and feedback of teaching;
(3) interviews with teachers.

The collected data were transcribed verbatim and typed into a word document. Codes were used to mark transcript sections with repeating ideas.

The results of first action research cycle show that science teachers know little about jobs and careers out of school and it can become an obstacle for improving students’ career awareness.

Teachers are happy to use the instructional material composed by researchers, because it is time saving and interesting and motivating for students. For self-directed professional development teachers choose different ways to proceed. The second action research cycle show that teachers’ self-directed development has gone through different ways. For example the first way is focussed on teaching subject content knowledge and relation with career is very rare. This teacher needs strong support of the researcher and self-directed development doesn't fit him.

References:
[1] A. Schleicher, “Preparing teachers and developing school leaders for the 21st century: Lessons from around the world”, OECD Publishing, 2, 2012.
[2] E. Mushayikwa & F. Lubben, “Self-directed professional development – hope for teachers working in deprived environments?”. Teaching and Teacher Education, vol. 25, no 3, pp. 375-382, 2009.
[3] B. Avalos, “Teacher professional development in teaching and teacher education over ten years”, Teaching and Teacher Education, vol. 27, no1, pp. 10-20, 2011.
[4] P. Barmby, P. Kind & K. Jones, “Examining changing attitudes in secondary school science”, International Journal of Science Education, vol. 30, no 8, pp. 1075-1093, 2008.
[5] T. Lyons, “Different Countries, Same Science Classes: Students’ experiences of school science in their own words”. International Journal of Science Education, vol. 28, no 6, pp. 591-613, 2006.

Keywords:

Action research, self-directed professional development, science teaching.