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ERIC Number: EJ1346796
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1648-3898
EISSN: EISSN-2538-7138
The Impact of Teachers' Professional Development in Science Pedagogy on Students' Achievement: Evidence from TIMSS 2019
Tang, AiBin; Li, WenYe; Liu, Dawei
Journal of Baltic Science Education, v21 n2 p258-274 2022
Teachers' professional development (PD) is considered to be a topic of interest in science education. This study examines the impact of professional development in science pedagogy (PD in PED) on students' achievement and how it influences teachers' instruction based on the Trends in International Mathematics and Science (TIMSS) 2019. The sample comprised 2,968 fourth-grade students and their 145 teachers and 3,265 eighth-grade students and their 150 teachers in Hong Kong. Teachers' emphasis on science investigation (TESI) was included as a mediating factor. Multilevel mediation analyses revealed that PD in PED was significantly positively related to students' science achievement, while the link between PD in PED and students' science achievement was positively and completely mediated by TESI in the fourth grade. However, TESI had no mediating effect in the eighth grade, a finding that may be attributed to the characteristics of teacher PD programmes in different grades. The results also show that many teacher PD programmes are not of high quality and are intellectually superficial from the perspective of students' achievement gains. Implications for teacher PD practices are discussed as well.
Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Grade 4; Intermediate Grades; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A