Portuguese Primary-School Teachers’ Experiences on Their Participation in a Professional Development Program on Experimental Science Teaching

The quality of initial and continuous training for primary-school teachers is essential to fostering science education and building strong scientific foundations. This qualitative case study, conducted over two consecutive school years in Portugal, examines the impact of a continuous professional development program aimed at addressing gaps in primary teachers’ experimental science teaching. The program took place in the municipality of Penafiel and was organized by a university research team in collaboration with local schools. The program combined face-to-face sessions, in-school support from expert monitors, and the provision of teaching resources. Data were drawn from Individual Final Reflective Reports written by 108 teachers, all of whom participated through mandatory enrollment in the local training initiative. The sample was therefore exhaustive, covering the entire population targeted by the municipality. The reports were analyzed using qualitative content analysis, following an inductive coding process supported by peer validation. NVivo (version 14) software was used to assist in the categorization and management of textual data. The analysis revealed that teachers highly valued the training, particularly highlighting the relevance of the content, the effectiveness of the methodologies, and the training’s practical utility in overcoming classroom challenges. The program enhanced teachers’ confidence in implementing experimental activities and improved their teaching practices. The study underscores the importance of continuous professional development in strengthening teacher qualifications and science education. Limitations include reliance on self-reported reflections, the focus on a single municipality, and the absence of triangulation with classroom observations. Nevertheless, the program demonstrates that combining active methodologies, contextualized classroom support, and resource provision is a promising model for teacher professional development. The implications are relevant for policymakers, training centers, and teacher educators designing continuous professional development initiatives. Future research should explore scalability, longitudinal effects, and the comparative effectiveness of different continuous professional development mode.