Designing and Organising Successful Continuing Professional Development Training (CPDT) for Science Teachers in High Performing Schools: Implementing Instructional Technology (IT) Integration Effectively in Malaysia

Abstract

Successful Continuing Professional Development Training (CPDT) is one of the crucial aspects in ensuring the effectiveness and efficiency of Malaysian science in integrating Instructional Technology (IT) integration  in science classrooms of  Malaysian High Performing Schools (HPS). Undeniably, CPDT may take several years to accomplish educational changes such as curriculum innovations.  Based on qualitative semi-structured interviews and observations conducted with five (5) science teachers and administrators who participated in this study, many issues pertaining CPDT emerged that help design training in the future.  This paper reports the findings of research study involving science teachers.  Not all the teachers involved in the study underscored the value of the CPDT, but it is vital to highlight some important points pertaining to CPDT attended.  The teachers in this study felt that some of the work given during the training was often interrupted due to lack of IT competency in other participants.  Undoubtedly, teachers with widely differing IT skills affect the performance of the group psychologically, as those who are not skilled may mistakenly be considered as weak teachers.  There are some recommendations given to help improve the CPDT designed and developed by Ministry of Education: (1) Before sending teachers out for training, it is crucial to perform a basic needs’ assessment of their general, specialised and technical skills; (2) CPDT should be attended by teachers with similar levels of IT skills; (3) Teachers should be divided into groups based on their levels of IT skills;  and (4) CPDT should be conducted as an ongoing series of CPDT courses and (5) CPDT does not have to be a residential programme. It is important to realise that educational changes expected is a journey, not a product of implementing change in schools.