EXTENT OF UTILISATION OF COLLABORATIVE TEACHING AND PROFESSIONAL DEVELOPMENT PROGRAMMES BY SCIENCE TEACHERS

EXTENT OF UTILISATION OF COLLABORATIVE TEACHING AND PROFESSIONAL DEVELOPMENT PROGRAMMES BY SCIENCE TEACHERS

Abstract:
This abstract presents a summary of a study investigating the extent of utilization of collaborative teaching and professional development programs by science teachers. The aim of the study was to explore the adoption and implementation of collaborative teaching practices and participation in professional development programs among science educators. The research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive data.

The study was conducted with a sample of science teachers from diverse educational settings, including primary and secondary schools. The quantitative data were collected through surveys administered to a large number of participants, providing insights into the prevalence and frequency of collaborative teaching practices and participation in professional development programs. The qualitative data were obtained through in-depth interviews with a subset of teachers, allowing for a deeper exploration of their experiences, perceptions, and challenges related to collaboration and professional development.

Preliminary findings indicate that a significant number of science teachers engage in collaborative teaching practices to some extent. Collaborative teaching involves cooperative planning, implementation, and evaluation of lessons among multiple teachers. Benefits reported by participants include improved instructional strategies, increased student engagement, and enhanced content knowledge. However, the level of collaboration varied among participants, with some engaging in regular collaborative activities while others reported limited involvement.

Furthermore, the study revealed that science teachers’ participation in professional development programs varied considerably. Professional development opportunities included workshops, conferences, online courses, and collaborative learning communities. Teachers who actively engaged in professional development reported positive impacts on their teaching practices, such as improved pedagogical skills, enhanced content knowledge, and increased self-efficacy. However, barriers such as time constraints, lack of awareness about available programs, and limited institutional support were identified as challenges to participation.

These findings highlight the importance of fostering a collaborative culture and providing adequate support for science teachers to engage in collaborative teaching and professional development programs. Recommendations for educational stakeholders include promoting collaboration through structured opportunities, facilitating access to professional development resources, and addressing barriers to participation.

In conclusion, this study provides insights into the extent of utilization of collaborative teaching and professional development programs by science teachers. The findings underscore the need for continued efforts to promote collaboration and provide meaningful professional development opportunities within science education to enhance teaching practices and ultimately improve student learning outcomes.

EXTENT OF UTILISATION OF COLLABORATIVE TEACHING AND PROFESSIONAL DEVELOPMENT PROGRAMMES BY SCIENCE TEACHERS. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS 

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