Author: Anisha Nandy & Surapati Pramanik
DOI Link: https://doi.org/10.70798/Bijmrd/03050003
Abstract: The study compares the professional development of the science teachers at the secondary school level in India, Singapore, and the USA. It follows a qualitative method pursuing document-based analysis. The comparison reveals that for India, secondary science teachers’ professional development is generally centred on some theoretical knowledge including some routine-based practical implications. For Singapore, the country follows reform-type and school-based professional development, followed by proper mentoring system, research publication, and ranking and promotion system. In the USA, professional development follows inquiry teaching in astudent-friendly learning environmentenvisioning core ideas, practices, and coherence through various teaching shifts mainly after Next Generation Science Standards (NGSS).
Keywords: Professional development, teacher education, science teaching, science teacher, school science education
Page No: 22-59