The Role of a Proposed Professional Development Program based on a Reflective Practices in improving Teaching Performance of Physics Teacher

Authors

1 Ministry of Education - Saudi Arabia

2 urriculum and Instruction Department, College of Education, King Saud University

Abstract

The research aimed to know the role of a professional development program based on a teaching model of reflective practices in improving the teaching performance of female physics teacher. The case study approach was followed by mixed methods (quantitative and qualitative), and multiple tools (observation - interview), where the performance of the research sample was observed before and after the introduction of the professional development program, in skills (planning, implementation, evaluation). The observational data was and analyzed quantitatively based on a cross-case comparison, finding similarities and differences between them, in addition to analyzing the interview data qualitatively after the program and coding it to search for signs that help explain the results. The program was applied to one female physics course at the secondary level, and for a period of ten weeks. The results of the research showed positive changes in the teacher performance teaching skills, as there was an improvement in planning skills, and a diversity in the choice of methods of teaching and designing classroom activities. There was also an improvement in the skills of implementing the lesson, as the teacher increased observation of the learners 'responses, and encouraged to ask critical questions, while the skills of the learners' evaluation made clear progress, where the diversity in the structural evaluation tools for each of the objectives of the lesson was observed, and the self-evaluation of the learners was encouraged.

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