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Section archive - Professional Development

Page 22/39 386 items
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211
‘It’s Getting Me Thinking and I’m an Old Cynic’: Exploring the Relational Dynamics of Mathematics Teacher Change
Authors: Boylan Mark
This paper investigates the relevance of actor-network theory to understanding teacher change in mathematics education by considering a single teacher change narrative. The article is centered on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyze features of this teacher narrative.
Published: 2010
Updated: May. 26, 2011
212
Changing Roles and Identities in the Construction of a Community of Mathematical Inquiry
Authors: Hunter Roberta
This paper outlines how a teacher and researcher worked together in a collaborative partnership. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students.
Published: 2010
Updated: May. 26, 2011
213
Noticing Rapid and Profound Mathematics Teacher Change
Authors: Liljedahl Peter
In this paper, the author presents the results of research that highlights a different kind of change—a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, the author also presents a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound.
Published: 2010
Updated: May. 26, 2011
214
Mathematics Teacher Change in a Collaborative Environment: To What Extent and How
Authors: De La Cinta Munoz-Catalan Maria, Carrillo Yanez Jose, Climent Rodriguez Nuria
This paper reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. The authors describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties. Furthermore, the authors analyze the role that joint reflection plays in promoting this change.
Published: 2010
Updated: May. 26, 2011
215
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
Authors: Visser Talitha C., Coenders Fer, Terlouw Cees, Pieters Jules M.
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Published: 2010
Updated: May. 10, 2011
216
Teacher Research as a Robust and Reflective Path to Professional Development
Authors: Roberts Sherron Killingsworth, Crawford Patricia A., Hickmann Rosemary
The goal of this dual level inquiry was to examine the concept of teacher research as a path to professional development. Hence, the authors probe a 3-year professional development initiative known as the Master Teacher Program (MTP). The study analyzes the teacher research projects in each of two cohorts involved in the MTP initiative. Finally, the article discusses of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.
Published: 2010
Updated: May. 08, 2011
217
An Integrated Professional Development Model for Effective Teaching
Authors: Kuijpers J.M., Houtveen A.A.M., Wubbels Theo
The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.
Published: 2010
Updated: Apr. 27, 2011
218
From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators
Authors: Hadar Linor L., Brody David
The current study describes a professional development project modeled on a professional development community. The project focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, and professional development with the adaptation of new teaching dispositions and a sense of efficacy.
Published: 2010
Updated: Apr. 26, 2011
219
Teacher Identity Construction in School–University Partnerships: Discourse and Practice
Authors: Trent John, Lim Jenny
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Published: 2010
Updated: Apr. 17, 2011
220
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
Authors: Bruce Catherine D., Esmonde Indigo, Ross John A., Dookie Lesley, Beatty Ruth
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Published: 2010
Updated: Apr. 14, 2011
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