Speaker
Mr
Phillip Gerald Schoßau
Description
Online teacher professional development (OTPD) is expanding, yet evidence on its effectiveness for experiment-related topics – and on differences between synchronous and hybrid (flipped) formats – remains limited. We report a longitudinal field study with 80 secondary physics teachers in a four-month OTPD program on measurement uncertainty (MU). Motivation (four 6pt.-Likert scales), content knowledge (21-item test), and the quantity of classroom transfers were assessed at pre, post (week 3), and follow-up (month 4). Both formats showed that well-designed OTPD can motivate teachers, increase knowledge and enhance transfer. Format differences were small. However, hybrid designs may offer organisational advantages via scheduling flexibility.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Interdisciplinary topics |
| Research focus | Evaluation & Assessment |
| Research method | Analytic Physics Education Research (Quantitative research) |
| Organizing preference criteria | Education level |
Author
Co-authors
Prof.
Andreas Borowski
Dr
Uta Magdans