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Section archive - Professional Development

Page 29/39 386 items
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281
Feelings of Existential Fulfilment and Burnout Among Secondary School Teachers
Authors: Loonstra Bert, Brouwers Andre, Tomic Welko
Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little attention thus far. The present study focuses on the relationship between existential fulfilment and burnout among 504 secondary school teachers in the Netherlands. The inquiry demonstrated the importance of existential fulfilment for the prevalence and prevention of burnout among teachers.
Published: 2009
Updated: Jun. 10, 2009
282
Teacher Commitment Trends: Cases of Hong Kong Teachers from 1997 to 2007
Authors: Choi Pik Lin, Tang Sylvia Yee Fan
This paper examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was employed to explore teachers’ self-appraisal of their commitment levels in their career course and factors contributing to such trends.
Published: 2009
Updated: Jun. 10, 2009
283
Engaging Early Childhood Teachers in the Thinking and Practice of Inquiry: Collaborative Research Mentorship as a Tool for Shifting Teacher Identity
Authors: Nimmo John W., Park Soyeon
The purpose of this study was to examine the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were 7 early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center. These teachers volunteered to be members of the RMT facilitated by two teacher educators. The teachers' perspectives regarding the benefits and the challenges they faced in the RMT were explored.
Published: 2009
Updated: Jun. 10, 2009
284
Using Common Formative Assessments as A Source of Professional Development in An Urban American Elementary School
Authors: Frey Nancy, Fisher Douglas
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement. Furthermore, using this system, the teachers facilitated their own professional development.
Published: 2009
Updated: Jun. 08, 2009
285
Characteristics of Teachers' Conversations about Teaching Mean, Median, and Mode
Authors: Groth Randall E.
The study analyzed a conversation among a group of teachers responsible for teaching the statistical concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved.
Published: 2009
Updated: Jun. 08, 2009
286
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care
Authors: Fenech Marianne, Waniganayake Manjula, Fleet Alma
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Published: 2009
Updated: Jun. 03, 2009
287
District Professional Development Models As A Way to Introduce Primary-School Teachers to Natural Science Curriculum Reforms in One District in South Africa
Authors: Bantwini Bongani D.
The article reports on a study that examined whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary-school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers created several challenges that negatively impacted on the success of the new curriculum reforms.
Published: 2009
Updated: Jun. 02, 2009
288
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
Authors: Desimone Laura M.
The author suggests to apply recent research knowledge to improve the conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.
Published: 2009
Updated: Jun. 02, 2009
289
Self-Study in Teaching and Teacher Development: A Call to Action
Authors: Pithouse Kathleen, Mitchell Claudia, Weber Sandra
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Published: 2009
Updated: May. 14, 2009
290
An Analysis of Online Professional Development and Outcomes for Students With Disabilities
Authors: Frey Timothy J.
In this study, the author examines the outcomes of the use of a project-based online Professional development (PD) approach with in-service teachers of K-12 students with disabilities. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers' PD.
Published: 2009
Updated: May. 13, 2009
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