International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 23/39
386 items
221
This article examines the process of learning to become a social justice teacher. The author draws on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events.
Published: 2010
Updated: Apr. 10, 2011
222
In this article, the author describes the efforts of some Canadian jurisdictions to call for a professional designation for teachers. The author emphasizes the difference between teacher certification and professional designation. In addition, the author wants to reveal a certain predicament that results when the teaching profession becomes 'bound by recognition'.
Published: 2010
Updated: Mar. 24, 2011
223
The current article examines the difference in knowledge growth between beginning teachers and their colleagues who have stable, secure and continuing employment. The authors argue that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching, and on their continuing commitment to the profession.
Published: 2010
Updated: Mar. 24, 2011
224
The Chinese Ministry of Education proposed recently reforms in professional experience for pre-service teachers. The current study explores the attitudes of teacher educators in China toward these educational reforms and their perception of the challenges facing the implementation of the proposed reforms. The findings indicate that some of the challenges reflect the unique context in China, where supply of teachers now exceeds demand, the management of professional experience is marginalized, and there is minimal contact between schools used for professional experience placements and teacher education institutions.
Published: 2010
Updated: Mar. 22, 2011
225
The goals of this study were to determine special education faculty members' perceptions of the culturally responsive professional development program and how it impacted them and their practice. The authors conducted interviews with 12 White faculty members from a large Western university's special education program. Faculty expressed likes and dislikes of the program and provided suggestions for future professional development. Faculty reported increased understanding of culturally responsive practices and the impact of culture and language in education. They indicated they had made changes in their curriculum, assessment, pedagogy, and supports provided.
Published: 2010
Updated: Jan. 23, 2011
226
The purpose of this study was to examine the relationship between teacher self-efficacy, collective efficacy, and job satisfaction among special education teachers. The study further sought to examine any differences that may exist between teachers in different settings, of various certification types, and of varying teaching levels. The participants were seventy special education teachers. Results showed relationships between both teacher self-efficacy and job satisfaction, and teacher self-efficacy and collective efficacy existed.The implications of this study are that improving levels of teacher self-efficacy could improve levels of job satisfaction.
Published: 2010
Updated: Jan. 09, 2011
227
The current article describes and evaluates an inservice program designed to build elementary teachers’ understanding of Nature of Science (NOS) and an awareness of how NOS impacts science classroom instruction. Program participants linked positive experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional development project might not have been equally beneficial for all teachers. Implications for improvements to further develop teacher understanding of NOS are discussed.
Published: 2010
Updated: Dec. 26, 2010
228
In this article, the authors describe professional growth of three Dutch teachers during the development and subsequent class enactment of student learning material for a context-based chemistry curriculum. This network consisted of three experienced chemistry teachers and A male coach employed by the teacher training department from a university was chair of the network. The results show that the development of learning material can be seen as a training program to prepare teachers for an innovation. Furthermore, teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Published: 2010
Updated: Dec. 21, 2010
229
This article focused on the processes that teachers use to find a job and how they came to work in particular schools. Participants were individuals currently completing teacher education programs and looking for their first teaching job. The author concludes that teacher applicants’ practical understanding of the job search was informed by their social and cultural background and emphasized characteristics such as familiarity when making career decisions.
Published: 2010
Updated: Nov. 28, 2010
230
The current article takes a broader look at the consequences of cognitive ability—IQ—across the life course. Among persons with equal levels of schooling, IQ has little influence on job performance, occupational standing, earnings, or wealth. But there are other, sometimes surprising consequences of IQ throughout adult life. The long-term correlates of adolescent cognition include drinking behavior, survey participation, Internet use, and the timing of menopause. These are surveyed primarily using findings from the Wisconsin Longitudinal Study.
Published: 2010
Updated: Oct. 19, 2010