Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project

In this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The were involved developing and testing learning materials modern physics, attended workshops seminars with peers, disciplinary experts, education researchers. Through qualitative analysis of four focus group interviews, found that the had experienced (PD) content knowledge pedagogical (PCK), gained confidence, discovered need for more PD regarding assessment competence. talked about as most important skills to be good teacher, but also valued student thinking misconceptions. Content was mentioned prerequisite PCK. Our results show how involving DBR-project stimulated several areas uncovered needs continuing PD.