Section archive - Professional Development
Page 9/39 386 items
The purpose of this study was (a) to examine the manner in which teachers who were experiencing the implementation of an organisational reform perceived their own professional development process, and (b) to observe the manifestations of these perceptions in the development patterns exhibited among the teachers. The findings identified two dimensions that characterise teachers’ professional- development perceptions and goals: teachers differ from each other in terms of the source of their motivation for professional development (intrinsic or extrinsic), and in the type of development they aim for (lateral or vertical).
Updated: Jul. 12, 2016
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
This article reports on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. This article describes the professional learning approaches, illustrates the kinds of tasks involved, and discusses similarities and differences in the data within and between the two groups of teachers. It also discusses affordances and limitations of the two professional learning approaches.
Updated: Jul. 04, 2016
Teachers As Learners - Are They Self-Directed? Teaching Teachers The Meaning of Self-Directed Learning through Self-Experience
The paper will present a case study that investigates the experience of student teachers who simultaneously experience the role of the learner, who requires self-direction, and the role of the teacher, who expands his tool kit so that his students will become self-directed learners. The case study is based on an experiment conducted with students studying for a master’s degree in teaching the sciences. The analysis shows a gap between the recognition of the importance of self-direction in learning and its expression with regard to them as learners and teachers. From the analysis it emerges that most of the participants did not perceive the process of cultivating self-direction in their students as part of their role. The course directed them to a different kind of encounter with their students, and in the process, they identified difficulty in their own self-direction in the learning process.
Updated: May. 10, 2016
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 2016
Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Updated: Apr. 17, 2016
In this article, the authors examine how particular lived experiences influenced negotiation of the figured worlds participants inhabit and how that negotiation might contribute to the ways in which they took up certain issues, in this case equity in mathematics education. The authors identified two strands that ran through the findings: As teachers came to use a multicultural lens on their mathematics classrooms, they interacted with the figured world of equitable mathematics pedagogy in different ways; In considering sites for praxis, those teachers with more experience in multicultural education looked in and beyond their classrooms for change.
Updated: Feb. 15, 2016
This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?
This study aimed to examine high school teachers’ beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. The authors used Windschitl’s (2002) Constructivist Dilemmas framework as a framework to understand the teachers’ enactments. The authors found that the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused.
Updated: Dec. 14, 2015
Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England
This article reports on the experiences of teachers who have had Continuing Professional Development (CPD) in Europe. The findings of this study reveal, in all three countries, similar discrepancies between the activities in which these teachers engage and the value they place on individual professional development. In most cases, teachers interviewed in this study identified not just a huge variation in their experience of professional development. According to these teachers, their professional development would appear to be neither systematic nor particularly successful. Furthermore, accountability is checked by the sorts of appraisals mentioned by many of these teachers. In many cases these are based on targets and observations, which can be used to apply pressure on individuals to take part in staff development, or indeed be used by teachers as its justification.
Updated: Nov. 17, 2015
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
This article examines the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework. These concepts are combined to describe and analyse an exemplary professional development programme in Austria.
Updated: Sep. 24, 2015