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Section archive - Professional Development

Page 21/39 386 items
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201
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
Authors: Mouzakis Charalambos, Roussakis Ioannis, Tsagarissianos George
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
The Teacher‐as‐Stranger as Model and Metaphor
Authors: Pomson Alex, Gillis Michael
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
Teachers’ Feelings during Curriculum Change in the United Arab Emirates: Opening Pandora’s Box
Authors: Troudi Salah, Alwan Fatma
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
Continuing Professional Development and Learning in Primary Science Classrooms
Authors: Fraser Christine A.
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
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
Authors: Griffith Priscilla L., Kimmel Susan J., Biscoe Belinda
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
Storytelling as Dialogue: How Teachers Construct Professional Knowledge
Authors: Savvidou Christine
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
Teachers' Professional Knowledge Construction in Assessment for Learning
Authors: Tang Sylvia Yee Fan
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
Transitioning to the Classroom: Reflections of Second-Career Teachers during the Induction Year
Authors: Brindley Roger, Parker Audra
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
Understanding Change through a High School Mathematics Teacher’s Journey to Inquiry-Based Teaching
Authors: Chapman Olive, Heater Brenda
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
Teachers’ and Researchers’ Collaboration in Analysing Mathematics Teaching: A Context for Professional Reflection and Development
Authors: Potari Despina, Sakonidis Haralambos, Chatzigoula Roula, Manaridis Alexandros
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
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