Webinar Topics
Workgroup Discussion Webinar Topics:
- WG1-2: Preparing teachers for TPACK and Lab work
Leaders: Peter Demkanin, Lars-Jochen Thoms, Ian Bearden and David Sands
-WG3: Developing and evaluating teacher PCK in Quantum Mechanics (tools and approaches):
Leaders: Sergej Faletic, Marisa Michelini, Gesche Pospiech and Alberto Stefanel
- WG4: In-service Physics teacher education for early-childhood and primary levels
Leaders: M. Čepič, M. Giliberti and D. Sokolowska
-WG5: Pre-service physics teacher education at all levels:
Leaders: Claudio Fazio, Zuzana Jeskova and Digna Couso
-WG6: In-service Physics teacher professional learning for second and higher level education:
Leaders: Eilish McLoughlin, Wim Peeters, Gerald Feldman
Details regarding the Workgroup Discussion Webinar Topics
-WG1-2: Preparing teachers for TPACK and Lab work
Leaders: Peter Demkanin, Lars-Jochen Thoms, Ian Bearden and David Sands
Teaching physics with the use of digital technologies as well as teaching key concepts of digital technologies are major challenges for physics teachers and thus important topics. Physics teachers use technologies in their work and support pupils in their use of such technologies. So, physics teachers are professionals in teaching and learning, school physics content, and the technologies that enhance physics education. In our working group, we will discuss different approaches to teacher training.
First, we will shortly talk about how digital technologies improve physics teaching and what needs to be added or changed to the physics curriculum.
Furthermore, we will discuss which competencies a physics teacher needs to be able to use digital technologies in a meaningful way in physics lessons.
Then we will address the question of which activities are needed and effective in teacher education programs so student-teachers or in-service teachers will acquire these competencies.
And finally, we will look for ways we can ‘test’ these competencies. We will focus on preparing physics teachers to use various technologies – traditional in physics education and emerging, which are now tested for use in education.
We look for contributions of colleagues with experience in at least one of the above issues. Especially colleagues with experience in TPACK in teacher training programs, pre-service and/or in-service.
“You are very welcome to join our Working group!”
-WG3: Developing and evaluating teacher PCK in Quantum Mechanics (tools and approaches):
Leaders: Sergej Faletic, Marisa Michelini, Gesche Pospiech and Alberto Stefanel
Quantum mechanics is now a consolidated theory, despite the open questions concerning its foundations. Its applications are an integral part of the most modern technologies. There is therefore an increasing demand for training in this field, from basic education in schools to training for technical figures. Its teaching, however, often containing non-intuitive concepts, requires tools that support/favor such conceptual learning which develops competences. Research literature has shown how such tools can be useful for an approach to concepts, as well as for their consolidation: they are the most diverse and concern real or remote and virtual experiments, simulations, exploration environments for ideal experiments. These tools are important for education as well as for teacher education in this area: the discussion of WG3 – in Malta Webinar 2021 therefore wants to discuss this aspect of teacher education.
The key issues that will be addressed are summarised in the following questions:
- What needs have teachers highlighted in the training modules on quantum mechanics with regard to teaching aids?
- What types of teaching aids were most effective and valued by the teacher?
- What role has proven effective for each tool in the teaching of quantum mechanics?
- What teacher training produces the appropriation that allows them to build learning environments?
- What results of experiments aimed at teacher training have shown the effectiveness of the product in question?
- WG4: In-service Physics teacher education for early-childhood and primary levels
Leaders: M. Čepič, M. Giliberti and D. Sokolowska
Physics teachers' training and professional development play a crucial role in preparing the school of the future and the present for the countless challenges it faces. One of the central issues in the preparation of teachers is to provide them with tools, strategies, and methods that support building bridges between school and society. Particularly challenging are the first levels of education when physics is not provided as a separate subject but is integrated with other science subjects. At this level, physics topics and concepts are likely neglected in curricula or treated shallowly due to teachers' lack of competencies. So it is essential to emphasize the role of physics and incorporate physics concepts during the in-service teacher education programs.
In addition, at early ages, learning takes place through different formats of formal, non-formal, and informal education. It seems particularly fruitful for students to establish and use the links between these three formats, starting from kindergarten and primary school. However, these can be challenging for some teachers, so in-service teacher training should emphasize the benefits of linking formal, non-formal, and informal physics education.
The WG4 invites contributors to the discussion, which would address the following issues with regards to the in-service teacher education:
- Elaboration of topics particularly suitable for introducing physics at early ages.
- Strategies and methods to support teaching physics concepts in kindergarten and primary school.
- Tools and resources helping teaching physics in kindergarten and primary school.
- Misconceptions in physics at early ages.
- Formal, non-formal, and informal learning and links between them at early ages.
- Needs for science and physics teachers’ Continuous Professional Development (national policies, national solutions, formats, PCK)
-WG5: Pre-service physics teacher education at all levels:
Leaders: Claudio Fazio, Zuzana Jeskova and Digna Couso
Pre-service physics teacher education has a key role in preparing future physics teachers to effectively support student learning and interest development alike. Many issues are related to pre-service physics teacher education, as discussed during the GIREP 2020 Webinar, and the Working Group on “Pre-service physics teacher education at all levels” aims at encouraging and promoting discussion about some of them, calling for specific contributions for the GIREP 2021 Webinar on the following topics:
1. Developing competencies of pre-service teachers to effectively enhance physics teaching and learning in active learning environment
2. Challenges and potentialities of physics teacher education to develop teachers´ competencies for online teaching
3. Preparing non-physicist to be physics teachers: is that even possible?
4. New challenges and trends in physics education for preserving teachers: gender and equity issues, physics in STEM and STEAM education, physics in the post truth era and so on.
-WG6: In-service Physics teacher professional learning for second and higher level education:
Leaders: Eilish McLoughlin, Wim Peeters, Gerald Feldman
Working Group 6 invites contributions that discuss teacher professional learning/development of in-service and currently active physics teachers/educators at second and higher level education (Post-secondary and tertiary, i.e. College and University). Authors are encouraged to consider the following questions in preparing their submission.
1. In relation to second level education:
a. What strategies are used for physics teacher professional learning?
b. What opportunities for continuous professional learning are available - in your school, district, region, country?
c. What is the focus of continuous professional learning opportunities provided - content, pedagogy or both?
d. What online resources are available to support teacher professional learning?
e. What are the possible incentives/barriers to implementing pedagogical innovations?
f. How is the impact of professional learning of teachers measured?
2. In relation to higher level education:
a. What is the requirement for educators/instructors to have a qualification for teaching at this level?
b. What opportunities for continuous professional learning are available - in your department, institution, professional organisation?
c. What is the focus of continuous professional learning opportunities provided - content, pedagogy or both?
d. What online resources are available to support professional learning?
e. What are the possible incentives/barriers to implementing pedagogical innovations?
f. How is the impact of professional learning educators/instructors measured?
