Impact of continuous professional development training on mathematics and science teachers’ pedagogical beliefs: A one-group pre-posttest quasi-experimental design

Abstract Background Teachers’ pedagogical beliefs have effects on their teaching practices. This study aimed to assess the impact of continuous professional development training on mathematics and science teachers’ pedagogical beliefs in secondary schools after training they received. Methods A one-group pre-posttest quasi-experimental design was adopted to achieve the intended objectives. The sample of 691 teachers was purposively selected in eight Rwandan districts. Data were collected using a valid and reliable Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire. The instrument’s internal consistency reliability was calculated, and a Cronbach alpha of α = .856 was obtained. Teachers were assessed before and after training on their pedagogical beliefs. The training was done for eight months. Data were analyzed by using descriptive statistics. Results The item-by-item analysis showed positive shifts on some items in terms of both gender and school groups. The results show that the provided training positively impacted teachers' beliefs on how they consider students’ prior knowledge while teaching Science and Mathematics. Descriptive analysis in percentages showed a slight positive change in female teachers’ beliefs, as shown by their increase in mean scores after treatment. Conclusions The results show that the training provided positively impacted teachers' pedagogical belief in considering students’ prior knowledge while teaching science and mathematics.