Section archive - Professional Development

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.

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.