ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION

Marika Kapanadze; Claus Bolte; Vincent Schneider; Ekaterine Slovinsky

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ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION

Title	ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION
Publication Type	Journal Article
Year of Publication	2015
Authors	Kapanadze, M, Bolte, C, Schneider, V, Slovinsky, E
Journal	Journal of Baltic Science Education
Volume	14
Issue	2
Start Page	254–266
Pagination	Continuous
Date Published	April/2015
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1151653
Keywords	IBSE, in-service teachers in Georgia, professional development, stages of concern
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’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).
URL	http://oaji.net/articles/2016/987-1473431219.pdf
DOI	10.33225/jbse/15.14.254
Refereed Designation	Refereed
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