Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn?

Abstract

This commentary reinterprets the findings of Macalalag, Johnson, and Lai's study in terms of the substantive content of and ways of initiating professional development for teaching socio-scientific issues. First, regarding professional development content, we introduce the concept of SSI-PCK, which refers to pedagogical content knowledge for teaching socio-scientific issues. From the perspective of SSI-PCK, the teacher education program designed by Macalalag and his colleagues contributed to shaping the "orientation for teaching SSIs," which is an overarching component of SSI-PCK. Second, regarding how to implement teacher education, we examine the key features of strategies to enhance effective professional development. Among the various activities of Macalag et al.'s teacher education program, the cultural practices provided by the field study encouraged the participant teachers to understand the importance of SSIs as learners, thinkers, and reflective practitioners. Finally, educational implications are suggested for organizing further professional development for educators.