The structure and evaluation of a holistic professional development model for Physics teachers

Abstract

A holistic model for the development of South African secondary school physics teachers in a distance education context was constructed. The model was tested with 75 teachers over a period of four years. The model was developed in three phases and provides for the simultaneous development of teachers along the following dimensions: content knowledge, teaching approaches and professional attitudes. Results showed development of the teachers in these dimensions. In the development process some of the elements of the model were changed, some left unchanged and new ones added. The final model included the following elements: a study guide that integrated the development of teachers’ content knowledge, pedagogical content knowledge, cognitive skills and experimental skills; reflective journals; assignments; workshops; peer support and science kits. In this paper a brief description of the research that culminated in the Holistic Professional Development (HPD) model will be given as well as how the model was evaluated. Evidence will be presented for the effectiveness of the model in helping teachers develop along the three desired dimensions.