Developing a Professional Development Model for Science Teachers to Implement a Mobilized Science Curriculum

Abstract

In our work on scaling a mobile technology -facilitated science curriculum called Mobilized 5E Science Curriculum (M5ESC) in a Singapore primary school , great efforts have been devoted to developing a teacher professional development (TPD) model of this curriculum innovation to facilitate teacher enactment of M5ESC in primary schools. In the study, we present the process of professional development for M5ESC and propose a continuing stage-based TPD model for promoting teacher changes on the implementation of M5ESC. Data analysis on a leading teacher’s performance and students’ work suggested that teacher’s pedagogical belief has been transformed into the constructivist orientation influenced by the long term participation of TPD for M5ESC . This is evidenced by her patterns of interacting with students, her use of technology, and her students’ a ctive involvement in the student -centered activities.