Section archive - Professional Development
Page 3/39 385 items
“That’s What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher
This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children’s learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs.
Updated: Nov. 18, 2020
The International Portal of Teacher Education was created by The MOFET Institute’s International Channel, and serves thousands of users. This academic content portal in the field of teaching and teacher education has existed on the web since 2008. It directs you to updates on research in teacher education and teaching and collects significant content in the field. By doing so helps you cope with information overload. We now offer a special webinar for teacher educators, researchers in education and teacher training, policy makers in education, K-12 teachers and more. For those who are not familiar with the Portal, we will introduce its content and the way it is processed and made accessible to our readers. For those who are already familiar with it, we will present ways to use the Portal as a platform for participation in a global professional community and for online publishing.
Updated: Nov. 17, 2020
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson’s Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, professionals, and learners in communities of practice. Results explore a range of outcomes related to content, pedagogical content knowledge, working with peers, interactions with the historic site, and a willingness to reconsider historical information. The discussion offers a consideration of the network of HSBPDs as a cumulative system and the ways in which teachers’ on-site work can deepen our understanding of working with complex historical sources and make larger curricular changes.
Updated: Oct. 27, 2020
Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of Japan, and different authors have called for further theoretical development to increase comprehension of the process. In response, the authors analyse three LS’ key components (phases, product and teachers’ cooperation) from the perspective of the epistemology of complexity, highlighting the role of emergence, the ecology of action, and joint reflection. They suggest that viewing LS through the lens of complexity can allow teachers to gain a deeper understanding of this practice and to apply it more successfully.
Updated: Oct. 25, 2020
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Updated: Aug. 25, 2020
The effect of the ‘teacher-led PD for teachers ’professional development program on students’ achievement: an experimental study
The aim of this study was to investigate the effect of the ‘teacher-led PD for teachers’ program, developed by the researchers, on students’ achievements. The study was conducted with six high school physics teachers and 306 students in Turkey. The professional development intervention lasted for seven weeks, and teachers had 21 hours of professional development regarding modern physics at high school level. The results of ANCOVA showed that there was a significant effect of the teacher-led PD for teachers program on students’ achievements. The successful implementation indicated that the teacher-led PD for teachers program possesses effective characteristics of professional development and can improve student achievement.
Updated: Aug. 17, 2020
This research explores evidence-based teaching portfolios as authentic and continuous professional development involving cross-sectoral and cross-contextual teacher collaboration. Qualitative data analysed from teachers with experience teaching at post-primary, in a national teacher support service, in higher education and in teacher education are discussed. The original claim this paper makes is that many process and practice outcomes elicited during the process of portfolio development are useful for teachers working together across sectors, and therefore valuable for teachers and learners, along and across the education continuum. Key findings indicate that a cross-sectoral group can create knowledge, which is personalised and contextualised to each teacher’s teaching philosophy, yet informed by practitioners from different sectors. The merging of a research design through dual structuring of collaborative workshops with individualised mentoring and self-study inquiry enabled meaningful dialogue and reflection among the teachers’ from varied settings. Finally, the creation of a personalised and contextualised written teaching portfolio, afforded the teachers evidence of their own professional learning during and following the research process. This collective and individualised learning informed realisations and plans for relational and pedagogical change among the cross-sectoral group.
Updated: Aug. 05, 2020
Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process.
Updated: Jun. 25, 2020
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
Updated: Jun. 16, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020