Training needs of science teachers for teaching scientific and engineering practices through a networked professional learning community | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Volume 5, Issue 3, August 2024, Page 22-37 PDF (858.11 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2025.333355.1211 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Rania Esmat Abdou Solaiman Awad  1; nabil zakaria2; doaa abdelbaki3
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| 1Ph.D. candidate Curricula & Science Instruction Faculty of Education Tanta University,Egypt | ||||
| 2Professor of Curricula & Science Instruction Faculty of Education Tanta University,Egypt | ||||
| 3Assistant Professor of Curricula & Science Instruction Faculty of Education Tanta University,Egypt | ||||
| Abstract | ||||
| The current research aimed to identify training needs of science teachers for teaching scientific and engineering practices through a questionnaire that was applied to (17) science teachers to investigate their needs for networked professional learning community (NPLC). The research in data collection and interpretation was based on the techniques and conditions of mixed research design. The results of the current research showed that science teachers need continuous professional learning opportunities that are aligned with the changing needs of their students and with the Next Generation Science Standards (NGSS); as the results indicate a gap between the description of scientific and engineering practices and their application in the classroom for the science teacher. As teaching transfer to science standards, it is necessary to provide teachers with network professional development opportunities that meet their specific needs by engaging in “model lessons” in light of science standards, learning instructional strategies to support science standards, reading science standards, and design lesson; Teachers can gain the knowledge, skills, and confidence they need to effectively implement the new standards and support student learning. By collaboration in networked professional learning communities; science teachers can keep up with the latest research, instructional strategies, and technological advances that can alignment with scientific and engineering practices. Additionally, future research could examine how networked professional learning community (NPLC) can further enhance collaboration and resource sharing among science teachers. | ||||
| Keywords | ||||
| Three-Dimensional Learning (3-D); Scientific and Engineering Practices (SEP); Networked Professional Learning Community (NPLC); Mixed-Method Research Design; Qualitative Data Analysis (QDA) | ||||
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