This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high-school physics teachers as well as interviews with high-school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed, analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal physics-focussed professional development opportunities available to support their professional growth. Instead, teachers tended to rely on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.
|Title of host publication||Reimagining new approaches in teacher professional development|
|Place of Publication||London|
|Number of pages||17|
|ISBN (Print)||9781789841909, 9781789841893|
|Publication status||Published - 5 Nov 2018|
Bibliographical noteThis chapter is distributed under the terms of the CreativeCommons Attribution License CC BY (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Authors. Licensee IntechOpen.
- Professional development
- Content knowledge
- Teacher learning
- Teaching as inquiry
- Physics teaching