Abstract
Teachers’ professional development is the primary element of curriculum implementation.
Professionally trained teachers use appropriate teaching methods, instructional materials and
assessment techniques during teaching. Current study was conducted to explore gaps between
intended and enacted national curriculum for physics regarding teachers’ professional development
for curriculum implementation. Sample of the study consisted of 361 physics teachers working in
public sector secondary schools of province of Punjab by applying stratified multistage random
sampling technique. Data were collected by administering self-developed questionnaire with 11
items at five-point Likert type rating scale. Reliability of questionnaire was ensured by calculating
Cronbach’s Alpha scores; .846. Collected data were entered in SPSS and mean, percentage,
standard deviation and independent sample t-test were applied. Results showed only 34 % teachers
were provided with training on curriculum implementation. Results showed no significant
difference between urban and rural secondary school teachers’ professional development for
curriculum implementation; urban secondary schools’ teachers were provided same professional
development as well as rural teachers for physics curriculum implementation. Study recommends
that secondary school teachers may be provided with the training for physics curriculum
implementation focusing teaching methods, use of instructional materials, practical work and
formative assessment techniques stated in national curriculum document 2006.
Haq Nawaz, Rafaqat Ali Akbar. (2019) Exploration of Gaps between Intended and Enacted Physics Curriculum: Teachers’ Professional Development Perspective, Bulletin of Education & Research, Volume 41, Issue 2.
-
Views
726 -
Downloads
120
