Reflection of Elementary Science Teachers' Beliefs and Attitudes Towards Continuous Professional Development Programs on their Professional Practices

Abstract

The research aimed to investigate the reflection of elementary science teachers' beliefs and attitudes towards continuous professional development programs on their professional practices. A qualitative approach was used, following the basic interpretive methodology, using two tools: semi-structured individual interview and focused group interview. Fifteen teachers at Afif Education Administration were purposely selected by snowball sampling method. MAXQDA software was used, which data imported, read deeply, coded, classified into categories, and main themes were selected using the thematic analysis method. The research found that the reflection of science teachers' beliefs and attitudes can be classified into three main themes: First: self-professional practices, which includes four categories: lesson planning, problem-solving, performance quality, and experience maturity. Second: professional practices in the learning environment, which includes four categories: activities and experiments, teaching strategies and assessment tools, learning management, and technology integration. Third: professional practices with learners, which includes four categories: modifying scientific concepts, learner characteristics, differentiated learning, and active learning.