Changing times mean changing professional development
How access to professional development has changed in recent years for NSW high school physics teachers
Keywords:
Professional Development, High School, Physics Education, Face-to-Face, Online, On-Demand, COVIDAbstract
Since the release of the then new HSC Physics Syllabus in 2017 (NSW Education Standards Authority, 2017) in New South Wales (NSW), Australia, high school physics teachers have experienced a rapidly evolving landscape for their professional development (PD), dictated by everchanging government legislation, the COVID-19 pandemic, improvements in technology and teacher shortages. This presentation will describe:
- the demands on NSW teachers to maintain their teacher accreditation (NSW Education Standards Authority, 2022)
- originally how they would access physics PD on theory and experiments through face-to-face workshops
- the impact of COVID on access to PD
- the subsequent rise of online PD due to COVID and improvements in technology
- the beneficial increase in access to PD for regional teachers due to online delivery
- the slow return to face-to-face PD post-lockdowns
- the impact of the recent and ongoing lack of casual teachers on PD participation
- the consequent necessity for on-demand asynchronous PD alongside face-to-face and live online options
- the increasing importance of specialized PD in light of the teacher shortage
While certain aspects are idiosyncratic to NSW, many of the points discussed are applicable to jurisdictions the world over.
REFERENCESNSW Education Standards Authority. (2017). Physics stage 6 syllabus
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/physics-2017
NSW Education Standards Authority. (2022). Maintaining Proficient Teacherhttps://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/meeting-requirements/maintaining-accreditation/proficient-teacher
Downloads
Published
Issue
Section
License
Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).
Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.