Professional development and physics teachers’ on-going learning needs

Abstract

This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high school physics teachers as well as interviews with high school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed and analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal professional development opportunities available to support their professional growth. There was a heavy reliance on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.