Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

Abstract

The study examined the effect of content-based professional development training in science subject on teachers’ achievement in science at primary school level. Professional development trainings develop and improve the required abilities and skills essential to impart quality teaching. The study has been conceptualized on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. The study employed one group pre-test post-test experimental design. 140 primary school teachers from 5 clusters in Sheikhupura district were selected as a sample of the study. The teachers received 40 hours training during the span of one week. They were pre-tested and post-tested using researcher made test based on the content taken from grade 5 science textbook. Descriptive statistics and paired samples t-test were used to analyze the data. The study found a significant difference in achievement scores of teachers’ pre-test and post-test i.e. posttest scores were better as compared to pre-test. The study concluded that the content-based professional development training of teachers in science subject at primary school level is significantly important. The researcher recommends improving subject matter knowledge of science teachers to achieve the targets about the provision of quality education.