The role of study material in the Professional development of Physics Teachers in Distance Education

Abstract

Research has been done for the past 4 years with 75 Physical Science teachers to construct and test a holistic model for professional development via Distance Education. Three dimensions were targeted that need development, namely, the teachers’ physics content knowledge, their teaching approaches and professional attitudes. In the first phase of the research, baseline data were obtained to see if there is a problem in these dimensions. In the second and third phase a model was developed and trialled each time with a new set of teachers in the urban and rural parts of South Africa. In the fourth phase an analysis of the model was done. Evidence shows that the teachers changed from being caught in a vicious circle of poor content knowledge, lack of confidence and enjoyment and unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches) to being part of a virtuous circle of improved content knowledge, more confidence and enjoyment and willingness to spend more time on task (better professional attitudes and effective teaching approaches).

One of the elements of the model that was found to be the key to success was the study material. An integrated approach of developing content knowledge and pedagogical content knowledge simultaneously was followed. It was also designed in such a manner that the teachers can use it in the classroom interactively and improve their teaching and learning.