Section archive - Professional Development
Page 10/36 357 items
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
‘Let Them Fish’: Empowering Student-Teachers for Professional Development through the Project Approach
In this action research, the author used a project as an approach to relinquish control and empower the students to organize a seminar for their professional development. The data revealed that a significant learning point for the student-teachers was that communication and interpersonal skills were important in getting results from the top management and people of authority. The project was a process of change and self-discovery for the student-teachers. Students had to get over their resistance towards unwanted responsibilities and accept that in the real world, irrespective of their preferences, the job has to be done.
Updated: Sep. 16, 2013
A ‘Partnership in Teaching Excellence’: Ways in which One School–University Partnership Has Fostered Teacher Development
This article reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.
Updated: Sep. 15, 2013
The authors have implemented a structured approach to developing the habits of critical reflection. The authors' attempts to incorporate into these pre-service teachers' learning the ‘practice’ part of reflective practice have included the development of different kinds of practical and applied tasks. In turn, their attempts to incorporate the ‘reflective’ part of reflective practice have involved the embedding in assessment activities of different scaffolds for metacognitive reflection.
Updated: Aug. 26, 2013
The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts
The authors present the results of a randomized controlled trial exploring the effects of a learning-community model of OPD for teachers on the knowledge and practices of their students in the context of fourth grade English language arts. There were significant treatment effects for some student outcomes.
Updated: Aug. 26, 2013
The authors examined the degree to which ongoing professional development (PD) for school teachers is associated with more effective teaching practices as measured through teachers’ behaviors in the classroom. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. The implications of this study indicate that high-quality professional development does not always address all domains of teaching.
Updated: Aug. 26, 2013
The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes
In this article, the author presents several international trends regarding the provider, the participants, the aims the contents and the methods that found in professional development programmes. In conclusion, the author suggests several recommendations to progress matters and links made with school and leadership effectiveness issues.
Updated: Aug. 19, 2013
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated before introduction of the standards into the classroom. This research examines the contribution of PD and instruction to the implementation of science standards and whether seniority in teaching together with PD assisted in the implementation. The findings reveal that seniority in teaching helped in implementation, even though veteran teachers usually find it more difficult to accept change.
Updated: May. 29, 2013
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.
Updated: May. 28, 2013