The Impact of a Professional Development Program Based on Revised  Bloom’s Taxonomy on Science Teachers’ Perceived Competencies and  Actual Competencies

INTERNATIONAL EDUCATION STUDIES, cilt.19, sa.2, ss.61-73, 2026 (Hakemli Dergi)

This study examined the effect of a professional development program on science teachers’ perceived and actual

competencies in implementing revised Bloom’s Taxonomy. The study employed a single-group pretest-posttest

design. The sample included 14 science teachers who varied in terms of gender, age, years of experience, and

educational qualifications. The teachers worked in schools administered by the Turkish Ministry of National

Education in the central district of Amasya and were selected through maximum variation sampling. Prior to and

following implementation of the program, teachers completed the Perception of Competence Scale for

Implementation of Revised Bloom’s Taxonomy and an achievement test with open-ended questions about

implementation competencies in the revised taxonomy. The results revealed that the professional development

program improved teachers’ perceived and actual competencies in applying the revised taxonomy. These results

demonstrate the positive impact of professional development training on improving instructional practices.