A Proposed Professional Development Program for Female Science Teachers at Intermediate stage based on Reflective Teaching Practices According to Technological Pedagogical Content Knowledge

The study aimed to design a proposed professional development program for intermediate school science teachers based on reflective teaching practices according to the Technological Pedagogical Content Knowledge (TPACK) framework. A qualitative approach was used using a case study method. The proposed professional development program was designed following the instructional design model (ADDIE), which involved defining the overall objective and specific goals of the program, identifying the target group, analyzing the professional development needs of intermediate school science teachers in Riyadh, creating the initial program structure, and seeking expert evaluation. The program was subsequently implemented with a purposive sample of 15 intermediate school science female teachers from Al-Arid education office in Riyadh. The proposed program was implemented through the training of teachers and the establishment of a professional distance learning community encompassing various activities. The program's content appropriateness for intermediate school science teachers was investigated by collecting and analyzing qualitative data using diverse research tools, such as qualitative observation, discussion groups, and analysis of qualitative reports and documents. The final program structure was represented by a proposed implementation plan spanning a period of (10) weeks. This plan consisted of two main components: the first component involved direct training sessions in five non-continuous days (over a period of two to three weeks), comprising (12) training sessions focused on the theoretical aspect and reflective practices. The second component encompassed activities of the professional distance learning community, including weekly meetings, specialized readings, weekly reflections, planning middle school science lessons, and reciprocal visits. Analysis of the qualitative data revealed the suitability of the proposed professional development program for science teachers.