Science teachers’ collaborative innovative activities: the role of professional development and professional experience

Abstract Despite the significant research interest in teachers’ innovative activities, role of work experience and professional development (PD) as predictors science behaviour has rarely been studied. By using TIMSS 2015 data three countries with different levels student achievements (Japan, Lithuania South Africa), this article focuses on revealing how PD content, duration teaching predict two collaborative activities: working together to try out new ideas sharing ideas. According Rogers’ diffusion theory, these activities correspond fourth fifth stages innovation: implementation sharing. The results an ordinal regression analysis revealed that could not activity teachers was a predictor only among Japanese teachers. study showed Lithuanian African samples, focusing pedagogical content knowledge, such curriculum, students’ critical thinking enquiry skills addressing individual needs, positively predicted activities. invites future discussion about