@article {1175,
	title = {THE IMPACT OF TEACHERS{\textquoteright} PROFESSIONAL DEVELOPMENT IN SCIENCE PEDAGOGY ON STUDENTS{\textquoteright} ACHIEVEMENT: EVIDENCE FROM TIMSS 2019},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {258-274},
	abstract = {Teachers{\textquoteright} professional development (PD) is considered to be a topic of interest in science education. This study examines the impact of professional development in science pedagogy (PD in PED) on students{\textquoteright} achievement and how it influences teachers{\textquoteright} instruction based on the Trends in International Mathematics and Science (TIMSS)2019. The sample comprised 2,968 fourth-grade students and their 145 teachers and 3,265 eighth-grade students and their 150 teachers in Hong Kong. Teachers{\textquoteright} emphasis on science investigation (TESI) was included as a mediating factor. Multilevel mediation analyses revealed that PD in PED was significantly positively related to students{\textquoteright} science achievement, while the link between PD in PED and students{\textquoteright} science achievement was positively and completely mediated by TESI in the fourth grade. However, TESI had no mediating effect in the eighth grade, a finding that may be attributed to the characteristics of teacher PD programmes in different grades. The results also show that many teacher PD programmes are not of high quality and are intellectually superficial from the perspective of students{\textquoteright} achievement gains. Implications for teacher PD practices are discussed as well.},
	keywords = {hierarchical linear model, professional development, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.258},
	url = {https://oaji.net/articles/2022/987-1652122655.pdf},
	author = {AiBin Tang and WenYe Li and Dawei Liu}
}
@article {838,
	title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-219},
	abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.},
	keywords = {in-service teachers, inquiry-based learning, professional development, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.201},
	url = {http://oaji.net/articles/2020/987-1586941315.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki}
}
@article {412,
	title = {DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {45-63},
	abstract = {This study aimed to improve science teaching in a practical way by activating teachers{\textquoteright} potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the {\textquotedblleft}bottom-up{\textquotedblright} approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) {\textquotedblleft}cooperation{\textquotedblright} between researchers and teachers to improve teaching; (3) {\textquotedblleft}naturalistic settings{\textquotedblright} where various real problems occur in actual teaching and learning situations; and (4) {\textquotedblleft}gradual improvement{\textquotedblright} rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65\%{\textendash}96\% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. },
	keywords = {cooperative model, in-service teacher, observational protocol, professional development, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.45},
	url = {http://oaji.net/articles/2016/987-1462908155.pdf},
	author = {Jongwon Park and Youngmin Kim and Young-Shin Park and Jongseok Park and Jin-Su Jeong}
}
@article {429,
	title = {ENHANCING SCIENCE TEACHERS{\textquoteright} CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {254{\textendash}266},
	abstract = {Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren{\textquoteright}t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s).},
	keywords = {IBSE, in-service teachers in Georgia, professional development, stages of concern},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.254},
	url = {http://oaji.net/articles/2016/987-1473431219.pdf},
	author = {Marika Kapanadze and Claus Bolte and Vincent Schneider and Ekaterine Slovinsky}
}
@article {66,
	title = {DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {24-33},
	abstract = {The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.

            Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.},
	keywords = {professional conceptions, professional development, reflection, school practice, strategies of student teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419388.pdf},
	author = {Eila Jeronen}
}
