Section archive - Professional Development
Page 10/39 386 items
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
This study examined whether and how an on-site and research–teacher community of practice model for professional development addressed challenges to classroom practices in a Head Start program. The findings revealed several challenges to classroom practice that aligned with previous research: existing practices did not always cohere with research-based practice, lack of planning between the lead and assistant teachers, and high teacher turnover. The authors suggest recommendations for establishing an on-site teacher-researcher community of practice model for professional development.
Updated: Aug. 12, 2015
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
Teachers' In-service Training is only the Beginning of A Road: Personal and Organizational Contexts of Teachers' Continuous Professional Development
The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.
Updated: Jun. 28, 2015
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
Updated: Jun. 21, 2015
Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research
In this article, the authors propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. They analyze three vignettes from their research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. Finally, the authors suggest that the “impact” of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.
Updated: May. 17, 2015
This article examines teacher leadership. The authors were interested in developing stronger teachers, accomplished teacher leaders, and a transformed teaching profession. The findings reveal that utilizing teacher leaders in teacher education courses, via video conference, creates opportunities for mutual responsibility of P–12 schools and higher education in the preparation of new teachers. The authors hope to further understand the power of these real- time interactions between future teachers and teacher leaders.
Updated: Apr. 12, 2015
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014