Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

This article aims to characterise the research on science teachers’ professional development programs that support the use of Information and Communication Technologies (ICTs) and the main trends concerning the theoretical frameworks (theoretical foundation, literature review or background) that und...

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Bibliographic Details
Published in:Research in science education (Australasian Science Education Research Association) 2020-04, Vol.50 (2), p.673-708
Main Authors: Fernandes, Geraldo W. Rocha, Rodrigues, António M., Ferreira, Carlos Alberto
Format: Article
Language:English
Subjects:
Cognitive ability
Education
Educational Research
Educational Technology
Literature reviews
Professional Development
Proposals
Science Education
Science Teachers
Teacher Education
Teachers
Technology Uses in Education
Training
Trends
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Summary:This article aims to characterise the research on science teachers’ professional development programs that support the use of Information and Communication Technologies (ICTs) and the main trends concerning the theoretical frameworks (theoretical foundation, literature review or background) that underpin these studies. Through a systematic review of the literature, 76 articles were found and divided into two axes on training science teachers and the use of digital technologies with their categories. The first axis ( characterisation of articles) presents the category key features that characterise the articles selected (major subjects, training and actions for the professional development and major ICT tools and digital resources). The second axis ( trends of theoretical frameworks) has three categories organised in theoretical frameworks that emphasise the following: (a) the digital technologies, (b) prospects of curricular renewal and (c) cognitive processes . It also characterised a group of articles with theoretical frameworks that contain multiple elements without deepening them or that even lack a theoretical framework that supports the studies. In this review, we found that many professional development programs for teachers still use inadequate strategies for bringing about change in teacher practices. New professional development proposals are emerging with the objective of minimising such difficulties and this analysis could be a helpful tool to restructure those proposals.
ISSN:0157-244X
1573-1898
DOI:10.1007/s11165-018-9707-x