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Section archive - Professional Development

Page 24/39 386 items
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231
Enhancing Professionalism? Teachers' Voices on Continuing Professional Development in Scotland
Authors: MacDonald Grieve Ann, McGinley Brian Peter
This article explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. The paper reports on one small-scale qualitative study into award-bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. It was found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy.
Published: 2010
Updated: Oct. 12, 2010
232
Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology
Authors: Trautmann Nancy M., MaKinster James G.
The flexibly adaptive model of professional development enables secondary science teachers to incorporate a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise, interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical Content Knowledge (TPACK) framework to three case studies illustrates such growth.
Published: 2010
Updated: Sep. 19, 2010
233
Applying a Cognitive-Affective Model of Conceptual Change to Professional Development
Authors: Ebert Ellen K., Crippen Kent
This study evaluated Gregoire’s (2003) Cognitive–Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project. The project was set in a large school district in the southwestern United States. The authors used a multiple case study method with data from three teacher participants to understand the process of integrating and applying a reform message of inquiry based science teaching. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message.
Published: 2010
Updated: Sep. 19, 2010
234
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
Authors: Hardin Belinda J., Lower Joanna K., Robinson Smallwood Gretchen, Chakravarthi Swetha, Li Linlin, Jordan Carol
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Published: 2010
Updated: Sep. 05, 2010
235
En Confianza: Co-constructing Professional Strength and Voice With Latina Early Childhood Educators
Authors: Ordoez-Jasis Rosario, Flores Susana Y., Jasis Pablo M.
The purpose of this paper is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Published: 2010
Updated: Aug. 31, 2010
236
Impact of Professional Development on Teacher Practice: Uncovering Connections
Authors: Buczynski Sandy, Hansen C. Bobbi
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Published: 2010
Updated: Aug. 15, 2010
237
Constructing A New Professional Identity: Career Change into Teaching
Authors: Williams Judy
This article examines the experiences of one career change student teacher, Michelle. Furthermore, the article explores the ways in which she constructed her new professional identity as a student teacher. Findings were analysed and discussed with reference to Lave and Wenger’s (1991) framework of legitimate peripheral participation and Wenger’s (1998) communities of practice, and with recourse to the relevant literature.
Published: 2010
Updated: Aug. 15, 2010
238
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
Authors: Zhu Chang, Valcke Martin, Schellens Tammy
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Published: 2010
Updated: Aug. 01, 2010
239
Supporting Emerging Teacher Identities: Can We Identify Teacher Potential Among Students?
Authors: Lofstrom Erika, Poom-Valickis Katrin, Hannula Markku S., Mathews Samuel R.
The current research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential.The article elaborates the pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society.
Published: 2010
Updated: Aug. 01, 2010
240
The Role of Action Research in Transforming Teacher Identity: Modes of Belonging and Ecological Perspectives
Authors: Goodnough Karen
Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.
Published: 2010
Updated: Jun. 29, 2010
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