Teacher Education, Experience, and Professional Development in Science Education: Connections with Diverse Teaching Practices

Abstract

This study examines the teaching practices, educational backgrounds, and professional development of lower secondary science teachers in the capital area of Iceland, exploring how these factors relate to the use of diverse teaching methods that can enhance student engagement and scientific literacy. The research was motivated by declining PISA results in science literacy among Icelandic students, highlighting the need to promote active and varied learning strategies, with emphasis on practical work, outdoor education,
and creative tasks. These three teaching approaches were selected based on research demonstrating their effectiveness in science education and their strong alignment with the objectives of the Icelandic National Curriculum, which emphasizes e.g. active engagement, environmental awareness, and creative thinking. Using a mixed-methods approach with survey data from science teachers in the whole of Reykjavík capital area, the study
analysed how teaching experience and educational qualifications influence teachers’ participation in professional development and their implementation of the aforementioned instructional methods.

Results indicate that while all participants held university degrees, only two-thirds had studied science or science education, with more experienced teachers often holding a B.Ed. in science education, while those with a science degree but without pedagogical training tended to have shorter teaching experience, suggesting temporary engagement in teaching. Participation in professional development was linked to more frequent use
of practical activities and diverse methods, yet around 26% of teachers had not engaged in any science-specific professional development, highlighting gaps in opportunities or accessibility. Teachers expressed a willingness to use diverse instructional practices to
support student learning but faced barriers such as limited time, large class sizes, and inadequate facilities, which restricted regular application of these practices. More experienced and specialised teachers were more likely to incorporate practical and outdoor learning activities. Outdoor learning and creative projects were less frequently utilised despite their recognised value in supporting student interest and deeper conceptual
understanding. These findings align with international research demonstrating that teachers’ subject knowledge and pedagogical expertise are critical for high-quality science teaching and for fostering students’ scientific literacy and interest. The study underlines the need to expand access to professional development opportunities and provide supportive school structures that enable teachers to consistently implement varied
teaching practices, aligned with curriculum objectives and promoting student success in science. This research contributes to a deeper understanding of how teacher education, experience, and professional development interact to shape science teaching practices, offering evidence-based recommendations for policymakers, school leaders, and teacher educators seeking to improve science education at the lower secondary level in Iceland.