Professional Development of Science and Physics Teachers in England

Problem Statement: In this age, the importance of lifelong learning is known very well. Today, it is not possible to continue a profession for years with the training or education that has been followed to get the diploma to do that profession. In many countries teachers are trained with a bachelor degree. It is not expected that teachers can continue teaching only with the bachelor degree in education without any in-service training or professional development. Science and technology changes and improves very fast. Teachers who educate young generations, our future, should follow the changes and improvements in science and technology and adapt themselves into these changes. England is one of the important countries in the field of education. Therefore “How professional development of science and physics teachers is organized and designed in England?” is the problem statement of this research. Purpose of the Study: This research was done to express the professional development programs for science and physics teachers in England. It is important to learn different approaches in different countries in order to get benefit from the good examples. In the field of education, England is an important country. Therefore this country has been chosen as a subject of the research to learn more about the professional development of teachers in England. Method: This is a descriptive study that aims to describe the current situation. In this study, document analysis method was used. Document analysis method is used often in social sciences. In document analysis it is aimed to reach the primary resources. The documents were analyzed and the data were provided after analysis. In document analysis expert knowledge also can be used. In this research by contacting a British researcher, expert knowledge also gathered to reach more accurate and up-to-date data. Findings and Results: There are many professional development programs for teachers in England but there is no national certification or rewarding system. The responsibility to provide professional development programmes for teachers are shared between government, governmental bodies, local educational bodies, school administration, headmasters and teachers. Teacher professional development mainly consists of two parts: programmes for general pedagogical skills and programmes for improving subject knowledge. It is generally accepted that teacher professional development is the main element to have a more effective education. Conclusions and Recommendations: Research associations in England express that there are additional requirements in the nature of science and the professional development of teachers should keep teachers up-to-date about the developments in science. In England there are different alternatives for professional development of science teachers. These are: Continuous Professional Development Pilot Programme for Science, Science Learning Centres, Chartered Science Teacher, Science Teachers’ Network, My Continuous Professional Development, and Science Education Association.