Developing Science Teachers’ Pedagogical Reasoning Through Reflective Practices in Overseas Professional Development Program: A Case Study

Abstract

This study investigated how the metacognitive practice of reflective journal writing affected the development of science teachers’ pedagogical reasoning in professional development program. Secondary-level Korean biology teachers were provided advanced biological science content knowledge, pedagogical knowledge of biological science, and academic and cultural experiences in the USA by way of an overseas Korean Science Teachers’ Professional Development program. The study utilized a qualitative methodology with purposeful sampling design. Two female volunteer teachers were selected for this case study, one with 15 years of high school teaching experience and the other with 10 years of middle school teaching experience. Three data sources were collected including a pedagogical reasoning practice worksheet, a post-survey, and a lesson plan. These data were analyzed using analytic techniques of pattern matching, explanation building, and time series analysis. Member checking and triangulation methods were used to secure the reliability and validity of research credibility to ensure that we captured the true meaning of the teachers’ experiences. The results of the study showed that the teachers with the journal writing practice during and after the program significantly improved their pedagogical reasoning skills. Through the metacognitive practice of reflective journal writing, teachers came up with a repertoire of teaching ideas socially and culturally relevant to their students. Implications and suggestions are made on how professional development programs that are held in overseas countries can help teachers develop their pedagogical reasoning to deliver “good teaching.”