Abstract:

This systematic literature review investigates how teacher training influences the pedagogical and instructional practices of secondary school Physical Sciences teachers, and how these changes relate to learners’ conceptual understanding and academic performance. Drawing on Shulman’s Pedagogical Content Knowledge (PCK) framework and Guskey’s model of teacher change, the review synthesises empirical evidence published between 2000 and 2025 across major databases including ERIC, Scopus, Web of Science, and Google Scholar. Inclusion criteria focused on empirical studies examining the effects of professional development (PD) or teacher training on instructional practice and learner outcomes in Physical Sciences or closely related contexts in comparable secondary school settings.

Twelve empirical studies met the inclusion criteria. The reviewed evidence consistently shows that targeted teacher training—particularly programmes with strong content focus, active learning, mentoring support, and opportunities for collaboration—enhances teachers' PCK, improves instructional strategies, and strengthens their ability to address learner misconceptions. Sustained and iterative PD models, such as lesson study, inquiry-based workshops, and school-embedded coaching, were found to be more effective than short, once-off interventions. Improvements in teacher knowledge and classroom practice were linked to increases in learner performance, especially when teachers adopted inquiry-oriented, conceptually focused, and formative assessment-driven approaches.

Contextual factors emerged as critical mediators of PD effectiveness. Studies from South Africa and other African contexts emphasised systemic constraints, including limited resources, large class sizes, curriculum rigidity, and insufficient school-level support. These challenges often reduced the long-term impact and sustainability of training initiatives. While most studies reported positive effects, the magnitude and durability of these gains varied according to programme duration, alignment with teachers’ instructional realities, and the availability of follow-up support.

Overall, the review shows that meaningful teacher development requires well-designed PD that integrates content mastery, pedagogical refinement, contextual relevance, and ongoing coaching. Such training not only enhances teachers’ instructional capacity but also contributes to measurable improvements in learners’ conceptual understanding and achievement. The findings highlight the need for long-term, locally responsive professional development that addresses systemic barriers and supports equitable Physical Sciences education.

Keywords:

Teacher Professional Development, Physical Sciences Education, Pedagogical Content Knowledge (PCK).