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ERIC Number: EJ1453981
Record Type: Journal
Publication Date: 2024-Dec
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Available Date: N/A
Exploring the Skills Acquired by Mathematics and Science Teachers through the Development of Scripted Lessons for Continuous Professional Development
Theophile Nsengimana; Venuste Nsengimana; Pheneas Nkundabakura; Aloys Iyamuremye; Vedaste Mutarutinya; Leon R. Mugabo; Ezechiel Nsabayezu
Education and Information Technologies, v29 n17 p22681-22698 2024
Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness of teaching and learning of mathematics and science subjects, secondary schools' teachers of the aforementioned subjects have been involved in the development of the scripted lessons. This study investigates the skills gained by mathematics and science instructors through the preparation of scripted lessons for continuous professional development. Data were gathered using a qualitative design through rating questionnaire made of Likert-scale and of open-ended questions. Only mathematics and science teachers who developed scripted lessons were targeted for the study. The interpretive technique was employed to analyze findings. Results showed the improved teachers' subject content knowledge, pedagogical understanding, lesson planning, and collaborative skills. These acquired knowledge and skills improved their instructional efficacy as well as students' learning results. The study recommends the involvement of teachers in the development of the CPD programme materials to help them gaining more knowledge and skills. Further, additional research is needed to investigate the long-term impact of involving teachers in CPD programme activities.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rwanda
Grant or Contract Numbers: N/A
Author Affiliations: N/A