The Teacher Professional Development (TPD)

Implementing open schooling transformation processes according to the COSMOS approach requires robust teacher professional development (TPD) initiatives. The success of these initiatives depends on effective planning, flexibility, and adaptability to different contexts. This comprehensive overview provides actionable insights to guide schools in creating successful TPD initiatives, ultimately enhancing the educational experience and fostering meaningful community engagement.

How to Implement Teacher Professional Development Initiatives with the Aim of Developing Their Understanding of the COSMOS Approach?

Implementing Teacher Professional Development (TPD) initiatives to deepen teachers' understanding of the COSMOS approach involves a structured, reflective process that builds on the COSMOS principles of open schooling and community-engaged science education. The initiative is designed to empower teachers as change agents, enhancing their capabilities to connect science education with socio-scientific issues (SSIs) through collaborative and inquiry-based learning. It should include several key aspects:

• Familiarization with the COSMOS Approach and Core Concepts – TPD initiatives begin with introducing teachers to the foundational principles of the COSMOS approach, emphasizing open schooling and the integration of SSIBL (Socio-Scientific Inquiry-Based Learning) pedagogy. This stage involves structured orientation sessions where teachers are introduced to the theory and goals of COSMOS—creating educational experiences that connect science education to real-world issues within the community. Teachers explore concepts such as Communities of Practice (CoPs), Core Organizational Structures for Promoting Open Schooling (CORPOS), and the open schooling model, which collectively form the basis of COSMOS.
• Developing CoP-based Learning Units with SSIBL – Once teachers understand the theoretical framework, they move into the practical application by forming CoPs with community stakeholders, including local experts, government representatives, and parents. Through workshops and collaborative meetings, teachers work with these CoPs to select relevant SSIs that resonate with both the students' lives and the community’s needs. This phase includes co-designing learning units based on the SSIBL model, encompassing the stages of "Ask," "Find Out," and "Act." Teachers gain hands-on experience by planning activities that encourage students to investigate SSIs and propose actionable solutions, deepening their understanding of the inquiry-based learning process within the COSMOS context.
• Facilitating Reflective Practice – Reflection is integral to the TPD process within COSMOS, allowing teachers to critically assess their implementation of open schooling and SSIBL pedagogy. Reflection sessions are structured at each stage of the TPD process, enabling teachers to consider their experiences, share challenges, and identify areas for improvement. Reflection workshops are organized to encourage teachers to discuss their experiences in a supportive setting. By revisiting their initial COSMOS framework understanding and reflecting on its application, teachers develop a deeper comprehension of open schooling and its benefits for science education.
• Contextual Adaptation and Flexibility – Implementing COSMOS-based TPD also requires adapting training to the specific contexts and needs of each school. COSMOS supports this by offering guidelines and materials tailored to different educational settings. Adaptation includes considerations such as the school’s openness level, the community’s needs, and available resources. For instance, rural schools may focus on SSIs that affect agricultural practices, while urban schools might address issues like pollution or urban development. Contextual adaptation ensures that TPD is relevant, feasible, and impactful, enhancing teachers' readiness and motivation to implement COSMOS concepts effectively.
• Empowering Teachers as Community Connectors – COSMOS TPD underscores the role of teachers as community liaisons who connect students with external stakeholders. By participating in CORPOS, teachers collaborate with community experts, ensuring that the SSIBL-based units are enriched with real-world insights and practical relevance. This empowers teachers to foster partnerships that enhance the educational experience and equip students with the skills to engage with local and global challenges, positioning teachers as facilitators of community-inclusive education.
• Continuous Support and Resources for Sustainability – Sustainability is a core goal in implementing TPD within COSMOS, necessitating ongoing support through resources, workshops, and feedback mechanisms. Resources include the COSMOS TPD Handbook, which provides detailed guidelines, case studies, and examples from successful implementations across various contexts in both the primary and secondary education levels. HEI partners play a vital role by offering expertise and ensuring continuous engagement through follow-up sessions and troubleshooting meetings, and teachers and schools could seek to develop relationships with HEI with experience in teacher education that can support TPD This long-term support system ensures that teachers retain their COSMOS insights and can sustain open schooling practices, even beyond the project's life cycle.

Complete Roadmap PDF