Section archive - Professional Development
Page 12/39 384 items
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Updated: Apr. 30, 2014
Making Sense of Double Number Lines in Professional Development: Exploring Teachers’ Understandings of Proportional Relationships
This study aims to understand how teachers used their existing knowledge about proportions to make sense of a representation that was new to them and the ways in which their existing knowledge proved to be helpful or unhelpful. The authors identified two knowledge components that were important to the participants’ sense-making activities. The first necessary component of knowledge for making sense of the DNL was coordination. Partitioning was the second critical concept for reasoning with the DNL. They also identified three components that impeded sense-making with the DNL representation. The authors also found three knowledge components participants invoked in these tasks that prohibited effective reasoning with the DNLs.
Updated: Apr. 23, 2014
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009. They found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. They recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.
Updated: Apr. 08, 2014
Connecting Changes in Secondary Mathematics Teachers’ Knowledge to their Experiences in a Professional Development Workshop
This article explores changes in teachers’ knowledge of the cognitive demands of mathematical tasks following their participation in the ESP ‘‘Improving Practice’’ workshop throughout the 2004–2005 school year. The article also examines how those changes connect back to teachers’ experiences in the workshop. The findings reveal that at the end of the ‘‘Improving Practice’’ workshop, ESP teachers significantly increased their knowledge of the cognitive demands of mathematical tasks and had significantly higher knowledge than teachers in the contrast group. The author concludes that the strong connections between changes in teachers’ knowledge and their experiences in the workshop provide indications that learning occurred during the workshop, and this learning may have influenced subsequent changes in teachers’ classroom practices.
Updated: Apr. 06, 2014
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Updated: Mar. 19, 2014
Teacher Training Matters: The Results of a Multistate Survey of Secondary Special Educators Regarding Transition From School to Adulthood
The present study examined critical features of secondary special educator’s experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services.
Updated: Feb. 19, 2014
The authors present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. They then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.
Updated: Jan. 19, 2014
This article is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS). The Reduction of Stigma in Schools is a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse and investment in one time “visibility” or “celebration” events as symbols of improved school climate.
Updated: Nov. 25, 2013
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
‘Let Them Fish’: Empowering Student-Teachers for Professional Development through the Project Approach
In this action research, the author used a project as an approach to relinquish control and empower the students to organize a seminar for their professional development. The data revealed that a significant learning point for the student-teachers was that communication and interpersonal skills were important in getting results from the top management and people of authority. The project was a process of change and self-discovery for the student-teachers. Students had to get over their resistance towards unwanted responsibilities and accept that in the real world, irrespective of their preferences, the job has to be done.
Updated: Sep. 16, 2013