STRATEGIES AND OUTCOMES OF SCIENCE TEACHER PROFESSIONAL DEVELOPMENT: A SYSTEMATIC REVIEW

DOI: 10.18173/2354-1075.2025-0132

Tóm tắt

This study explores the theoretical foundations of various models, approaches, and strategies for professional development in Science Education. The study identifies relevant models and strategies that contribute to professional growth through a systematic literature review. It highlights effective approaches that strengthen teachers’ knowledge, perception, and classroom practice. By integrating these strategies, the study aims to support Science teachers in adapting to educational reforms, fostering a more engaging and effective learning environment for students. The strategies employed in Science Teacher Professional Development (S-TPD) can be grouped into five main clusters: (1) Immersion Science experiences, (2) Technology-integrated approaches in S-TPD, (3) Collaborative structures in S-TPD, (4) Design-Based Research in S-TPD, and (5) Aligning and implementing science curriculum in S-TPD. Ultimately, the findings provide insights into designing professional development programs that address both instructional competence and the evolving needs of teachers in curriculum reform.