Section archive - Professional Development
Page 37/37 364 items
Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and in England
How teachers cope with recent policy changes in Portugal and England is the research topic covered by this article. Findings from data collected through questionnaires and focus group interviews suggest strengths their in terms of professionalism, collaborative culture, and project-oriented work at school. However, teachers also cited feelings of ambivalence and conflict, due to increased bureaucracy, school leadership, a culture of loneliness and the lack of understanding of the process of change.
Updated: Jan. 14, 2008
Curriculum Making as Novice Professional Development: Practical Risk Taking as Learning in High-Stakes Times
This qualitative case study describes a university-based professional development program, which created an opportunity to examine three critical areas in education: management of relationships, curricular ownership, and the sources of classroom knowledge. Findings indicate that practical risk taking precede conceptual changes in teachers' thinking about the curriculum and current views regarding accountability.
Updated: Jan. 07, 2008
How effectively does the Graduate Teacher Programme contribute to the development of trainee teachers' professional values?
The graduate teaching program (GTP) is a significant contributor to teacher training. The article describes a study to gain insights into the nature and implementation of professional values of GTP trainees. The findings identify that GTP trainees do have well-established values, and high expectations about implementing them, with varying degrees of coherence between these values and their implementation in teaching, learning and classroom management. There is sufficient evidence to suggest that the highly individualised nature of the GTP does potentially lend itself to a coherent relationship between professional values and practice.
Updated: Dec. 25, 2007
Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community
Issues related to trust in a professional development project are discussed in this article, which aims at improving mathematics instruction by developing a mathematics education community of learners. The learners were conceived as both the teachers and the mathematics educators.
Updated: Dec. 11, 2007