International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 21/39
386 items
201
This study presented a survey which examines Greek teachers’ satisfaction with the implementation of the European Pedagogical Information and Communication Technology License (EPICT) pilot course. The results demonstrated that course content, facilitators’ support, and collaboration among facilitators and teachers and among teachers themselves had a positive impact on teachers’ satisfaction.
Published: 2010
Updated: Jul. 26, 2011
202
In this article, the authors investigate the heuristic potential in the image of the teacher‐as‐stranger. The authors also use this image as a frame for reflecting on teacher change and growth. This research provides concepts with which to describe the educational potential in the ‘strangeness’ experienced by all teachers.
Published: 2010
Updated: Jul. 26, 2011
203
In this article, the authors report partial findings of a qualitative interpretive study of female secondary school English language teachers’ perceptions of curriculum change in the United Arab Emirates. The participants were 16 female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The authors recommend giving a voice to teachers in curriculum change by involving them in curriculum development processes to eliminate negative psychological effects such as marginalisation and powerlessness.
Published: 2010
Updated: Jul. 26, 2011
204
The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.
Published: 2010
Updated: Jul. 26, 2011
205
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Published: 2010
Updated: Jul. 26, 2011
206
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Published: 2010
Updated: Jul. 05, 2011
207
This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.
Published: 2010
Updated: Jul. 05, 2011
208
The purpose of this study was to examine the teaching beliefs that post-baccalaureate students brought into a graduate level teacher certification program. Furthermore, the study explored the extent to which those beliefs persevered or changed during their first year of teaching.
Published: 2010
Updated: Jun. 18, 2011
209
The current paper focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change.
The article reports on the nature of the teacher’s change from her perspective and an interpretation and understanding of the change from the researcher’s perspective.
The article discusses three types of change that are possible depending on the level of engagement of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.
Published: 2010
Updated: May. 26, 2011
210
This article reports on a study concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching.
Published: 2010
Updated: May. 26, 2011