A Phenomenological Study of Science Teachers’ Professional Development

The quality of teaching has such a big impact on students' learning and success. Any educational institution that wants to compete globally must invest in effective teacher development. This study is done about the lived experiences of science teachers’ professional development in KPK. The purpose of this study is to figure out whether professional development has any impact on improvement of Subject knowledge, evaluation and psychology of child. Data is collected through five science teachers by using criterion sampling. Structured interview was used for data collection. Data analysis concluded by generation by the following themes. (1) Sources of Improving Knowledge; (2) Percentage of Improved Knowledge; (3) Application of Improved Knowledge and Examples; (4) Teaching Methods; (5) Attitude, Engagement and Readiness Level of Students; (6) Feedback of Students and Use of Assessment Techniques; (7) Exchange of Teachers’ Expertise among Teachers; and (8) Suggestions for Science Teachers. After proper validation of the validity and readability of the research finding, we concluded that 44% of knowledge is improved by using social media platforms for educational purposes and then applying that knowledge in classroom by using different techniques such as group discussion, question/answers and demonstration method