Section archive - Professional Development
Page 5/38 378 items
This article aimed to examine the factors that influenced the decision for three researchers to make the move from primary teaching to higher education. The authors identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The results suggest that the participants felt a sufficient degree of competence to pursue a career as a teacher educator within higher education and so made the decision to apply for a position.
Updated: May. 22, 2018
Improvisation and Teacher Expertise: Implications for the Professional Development of Outstanding Teachers
The purpose of this study aimed to gain an understanding of teachers' expertise. It also aimed to determine the extent to which improvisation was a facet of advanced professional practice. The findings reveal that teacher’s expertise is best expressed as continually evolving practice. The participants argued that advanced practitioners use their expertise to adapt and to interact with their pupils in order to create the conditions in which learning can, and does, take place. The findings also showed that teacher expertise is seen as fundamentally improvisatory through being socially constructed and that this has a positive impact on the quality of teaching. The author found that the primary concern of the teachers was to develop relationships with pupils in order to maximise interaction in the classroom.
Updated: May. 22, 2018
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
The present study investigated differences in contextual factors across schools and their influence on teachers’ decisions about science instruction. The findings show the influence of context on the sustainability of professional development outcomes. Additionally, it was found that principal support and collegial support are particularly important to teachers in sustaining science instruction. Finally, the study found that variations in school context also influence the extent to which state-level factors affect teachers’ decisions about science instruction.
Updated: Mar. 11, 2018
Action Research in Pre-service Teacher Education – A Never-Ending Story Promoting Professional Development
This paper examines how student-teachers experience the process and outcome of doing action research and what the authors as their teacher-educators can learn from these experiences about facilitating the student-teachers’ processes. The findings revealed that most student-teachers experienced the process as positive and saw action research as a tool in professional development. The authors conclude that this research supports the expected benefit of action research in terms of introducing students to a tool for systematic professional development.
Updated: Feb. 21, 2018
This study focused on how elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors. The study also examined how they described the impact the program had on their teaching of mathematics. The results indicated that the participants valued the collaboration within the community of learners. The sharing of ideas, planning lessons together, and reflecting on teaching and student learning in a supportive environment appears to have been critical to teacher growth. The authors conclude that the findings indicate that while involvement in professional development to deepen teachers’ understanding of mathematics and their knowledge of how to teach mathematics is important.
Updated: Feb. 18, 2018
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Updated: Nov. 08, 2017
Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
This study explores how the teacher and the researcher constructed a relationship as they worked together to implement mathematical modeling tasks to use in the teacher's classroom. The authors described the roles and relationships between the teacher and the researcher. The authors conclude that the present study emphasizes a teacher’s active involvement in the research-teaching process.
Updated: Oct. 31, 2017
This study explores human resource (HR) practitioners’ understandings of professional development as a form of capital for job progress. The findings of HR practitioners have implications for educationalists in revealing how professional learning supports practitioners’ growth in capability and self-efficacy of benefit to the individual, organisation and society. Educators need to articulate the longer-term effects of nurturing capacities for collective practice and greater self-knowledge, to contribute to societal interests.
Updated: Sep. 24, 2017
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
This study presents an evaluation of a theory-based trajectory for professional development called FeTiP (FeedbackTheory into Practice). It aims to have an observable effect on teacher classroom behavior. The authors describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. The findings reveal that teachers showed significant progress in the frequency of the feedback they provided after following FeTiP. In the post-tests, they also provided significantly more specific feedback, and their ratio of positive and negative feedback increased. The authors found no differences for age, gender, or experience in the total frequency of feedback, specific feedback, and the ratio of positive and negative feedback at the pre-test condition.
Updated: Sep. 13, 2017