Section archive - Professional Development
Page 12/36 357 items
Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development
This qualitative case study examined K-8 in-service teachers’ interactions with pedagogical contexts in a chemistry professional development course.
Updated: Feb. 27, 2013
Pre-service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development
This case study examined the professional development of a pre-service mathematics teacher. The objective was to identify the circumstances in which professional activity developed during and as a result of mentoring interactions and classroom teaching experience. The results show that the instructions given by the co-operating teacher, university supervisor, and an experienced maths teacher were resources for this development when they allowed the pre-service teacher to think about her teaching activity and construct more personal actions, adapted to the characteristics of her classroom experience.
Updated: Feb. 25, 2013
In this study, the authors were interested to understand how lesson study (LS) protocols were adapted to suit local school conditions and contexts and the kinds of problems and constraints the schools faced in the implementation process. The Sixty-four schools responded to three survey questionnaires. The findings reveal that 56 schools implemented LS. Twenty-nine schools indicated that they would definitely continue implementing LS. The results show that in 22 schools LS was initiated by school leaders such as principals and vice-principals.
Updated: Jan. 21, 2013
Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies
This article presents a case study of professional development programme drawn from the findings of a large-scale evaluation of Te Kotahitanga. The Te Kotahitanga approach links culturally relevant/relationship-based classroom pedagogy with on-site embedded processes for working with teachers in classrooms. One hundred and fifty teachers were interviewed across 22 secondary schools that participated in the Te Kotahitanga professional development programme. The findings reveal that teachers highlighted the importance of positive relationships and interactions in the classroom/school environment to enhance M¯aori student achievement.
Updated: Jan. 16, 2013
We're All in this Together: Collaborative Professional Development with Student Teaching Supervisors
The current article describes a collaborative professional development experience with student teaching supervisors. The participants were 98 preservice teachers and 16 early childhood supervisors from early childhood teacher education program at a large, public university in the southeastern United States. The findings reveal the strengths and weaknesses of the project. The findings offered some suggestions to improve the collaborative professional development. The authors conclude with the recommendation that university-based personnel must understand the complexity of school-based supervision and work to find ways to foster more collaborative and supportive relationships with supervisors.
Updated: Dec. 24, 2012
This article describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. Teachers were particularly encouraged to use audio reflections, a paper-based learning and evaluation tool, and an online hub in an attempt to stimulate and structure their reflections critically about what was taking place in a given situation during their designed interventions.
Updated: Oct. 29, 2012
This paper focuses on teachers’ learning in a research and development (R&D) work project. The purpose of this article is to show what teachers can learn and how they can learn during such a project. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions.
Updated: Oct. 29, 2012
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012
This article reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. However, the participants reported difficulties in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning.
Updated: Sep. 24, 2012
The current study explores the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers, exemplified with the context of TESOL MA program. Thirteen dyads of pre-service and in-service teachers engaged in collaboration with e-pals and completed two tasks: professional interviews and lesson planning.
Updated: Sep. 20, 2012