Professional Development Program Based on a Proposed Teaching Model for the Development of Reflective Practices by Physics Teachers in Saudi Arabia

Abstract

The study aimed to promote the professional development of secondary school physics teachers. To achieve this, the proposed program was presented in two phases: The first phase, consisted of preparing the study sample for the program, using discussion and dialogue; in the second phase of the program, the study sample applied a proposed teaching model for reflective practices to improve their classroom practice. The proposed model was developed after observing the sample of the study and conducting the interview. The qualitative approach is used to design a case study based on data collection with various qualitative tools (mainly: interview and observation). One physics teacher, participated in the application of the program. The program took ten weeks in 1438-1439H. The results of the study showed a positive change in the educational beliefs of the teacher, and increased awareness of teaching practices, self-regulation, decision-making, and the tendency to learn more than teaching. The study included a six-step study of a professional development program that includes a teaching model of reflective practices. The model includes six steps: Planning, teaching, analysis and self-assessment, composition and construct of meaning, response and plan development, and modification and development.