Science Teachers’ Conceptualizations and Implications for the Development of the Professional Development Programs

This study aimed to investigate the two primary school science teachers’ conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data collected was qualitatively analyzed. After individual case analysis, cross- case analysis was carried out to compare the participants’ conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development.The findings of the study revealed that the two teachers viewed professional development as an individual process rather than collaborative. They perceived their professional development locally practiced and self-renewed, gained with the help of self critical reflection. They also emphasized that the in-service training courses offered to them by the Ministry of Education do not respond to their needs. Thus, they cannot get the maximum benefit from them. The findings of this study has a significant contribution in drawing a clearer picture of the professional development endeavours the teachers get engaged into and the nature of the professional development in Northern Cyprus context. The findings of this study also indicated that there is a need to develop teacher development programs where teachers are also involved in the decision making process and constructivist stance is adopted that puts the teachers in the center of learning and development process.