Examination of science teachers views and expectations on online professional development programs

Professional development is of great importance for teachers to keep their knowledge up to date and follow new developments, especially during in-service periods. Professional development activities, which are mostly offered face-to-face and to a limited extent online, have undergone a proportional change after the COVID-19 pandemic. Due to the inability to carry out face-to-face professional development activities, the tendency towards online professional development activities has increased. In the light of all these changes and developments, this study investigates how science teachers evaluate online trainings in terms of their professional development and their expectations from online professional activities. A total of 225 science teachers participated in the study. Within the scope of the study, a questionnaire and a scale with open-ended questions were presented to the participants based on the survey research model. In addition, 20 teachers were interviewed. The data were analyzed with SPSS 23 and MAXQDA. When the findings were examined, it was seen that science teachers emphasized being oriented to their needs and interests as the most common reason for preferring professional development activities. The teachers who exemplified method and technique knowledge, pedagogical knowledge suitable for changing student profiles, and science content knowledge in the content of the activities they preferred also stated the content, duration, and the characteristics of the practitioner presenting the activity as the elements that needed to be changed the most in the activities they participated in. In conclusion, it is aimed that the data obtained in the light of this study will contribute to both teachers and professional development program developers.