Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program

Abstract This study focuses on teaching and learning development in science through collaboration between science cooperative teachers and researchers. At the main goal was the ambition to integrate coaching strategy into internship course—with teaching practice, aligned with professional development on teacher’s technological pedagogical content knowledge (TPACK). The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying the character of professional program with specific questions are “How does professional development program was identified as actions and arrangements impacting the development of teacher’s TPACK and their emerging practice?” and “How does the teachers’ TPACK change?” Therefore, the study focuses on developing 40 Cooperative Science teachers who were science cooperative teachers that participated in this study for 1 year. Data sources throughout the research project consisted of teacher refection, classroom observations, Semi-structure interviews, Situation interview, questionnaires and document analysis. Interpretivist framework was used to analyze the data. Research findings indicate that STEM Education Professional Development Model: STEMed-PD which was developed on the frameworks of coaching and mentoring, lesson study, after action reflection and professional development community can enhance the cooperative science teachers’ understanding and practice on STEM lessons. These teachers conducted their classrooms with integrated science concept to other subject concepts. The lesson’s learning objectives are related to the 11st century skills that encouraged students to apply their knowledge into their daily life. Different from the beginning, the teachers understand only the meaning of STEM Education but they do not know how to integrate STEM into their science classrooms and they thought STEM lesson should be taught through Science Camp, not in normal classroom. For 1 year of STEMed-PD progression, both Science cooperative teachers and their student teachers have shown their development of STEM understanding and practice in aspects of STEM definition, STEM background, learning goals based on STEM and the 11st century skills, STEM lesson plan development, classroom practice with STEM lesson, connecting STEM lesson into student’s daily life, and evaluation and assessment of STEM classroom. The development of teachers’ understanding and practice is presented in their lesson plans that are produced during STEMed-PD. Moreover, the study also indicates the importance of co-working between cooperative science teachers and university supervisors in lesson preparation through coaching and mentoring. Implication for further research, science educators should focus on teacher self-efficiency and teacher’s background in technology knowledge which are factors to support or obstruct science teachers to develop their STEM practices.