Section archive - Professional Development

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.

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.

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.

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.