ABSTRACT

Effective professional development programs (PDPs) rely on well-defined goals. However, recent studies on PDPs have not explored the goals from a multi-stakeholder perspective. This study identifies the most important learning goals of PDPs at science research institutions as perceived by four groups of stakeholders, namely teachers, education researchers, government representatives, and research scientists. Altogether, over 100 stakeholders from 42 countries involved in PDPs at science research institutions in Europe and North America participated in a three-round Delphi study. In the first round, the stakeholders provided their opinions on what they thought the learning goals of PDPs should be through an open-ended questionnaire. In the second and third rounds, the stakeholders assessed the importance of the learning goals that emerged from the first round by rating and ranking them, respectively. The outcome of the study is a hierarchical list of the ten most important learning goals of PDPs at particle physics laboratories. The stakeholders identified enhancing teachers’ knowledge of scientific concepts and models and enhancing their knowledge of the curricula as the most important learning goals. Furthermore, the results show strong agreement between all the stakeholder groups regarding the defined learning goals. Indeed, all groups ranked the learning goals by their perceived importance almost identically. These outcomes could help policymakers establish more specific policies for PDPs. Additionally, they provide PDP practitioners at science research institutions with a solid base for future research and planning endeavors.

摘要

有效的专业发展计划 (PDP) 依赖于明确定义的目标。然而，最近关于 PDP 的研究并未从多方利益相关者的角度探讨目标。本研究确定了四组利益相关者（即教师、教育研究人员、政府代表和研究科学家）认为的科学研究机构 PDP 最重要的学习目标。总共有来自 42 个国家的 100 多名利益相关者参与了欧洲和北美科学研究机构的 PDP 研究，参与了三轮德尔福研究。在第一轮中，利益相关者通过开放式问卷就他们认为 PDP 的学习目标应该是什么提出了意见。在第二轮和第三轮中，利益相关者分别通过评级和排名来评估第一轮学习目标的重要性。该研究的结果是粒子物理实验室中 PDP 十个最重要的学习目标的分层列表。持份者认为提高教师对科学概念和模型的认识以及提高他们对课程的认识是最重要的学习目标。此外，结果表明，所有利益相关者群体就定义的学习目标达成了高度一致。事实上，所有组都按照他们感知的重要性对学习目标进行了几乎相同的排名。这些成果可以帮助政策制定者为 PDP 制定更具体的政策。此外，