International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 32/39
386 items
311
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Published: 2008
Updated: Jan. 28, 2009
312
This paper considers the status of research on PD. The paper explains the benefits offered by experiments in addressing current research needs. It also discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Published: 2008
Updated: Jan. 28, 2009
313
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Published: 2008
Updated: Jan. 28, 2009
314
The goal of this research is to examine teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analyzed by a comparative analysis.
Published: 2008
Updated: Jan. 26, 2009
315
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources revealed a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development.
Published: 2009
Updated: Jan. 15, 2009
316
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method.
Published: 2008
Updated: Jan. 12, 2009
317
This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The model's components and pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field-based learning experiences.
Published: 2008
Updated: Jan. 12, 2009
318
Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.
Published: 2008
Updated: Jan. 12, 2009
319
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behavior and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model.
Published: 2009
Updated: Jan. 05, 2009
320
In this research, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. The research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. The findings inform the support of teachers undertaking collaborative inquiry for professional growth.
Published: 2008
Updated: Dec. 17, 2008