Search results for: Fox Rebecca K.
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Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios
This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. The findings reveal that differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently.
Updated: May. 02, 2016
In this paper, the authors describe how teachers, who enrolled in an advanced master's degree program, expanded their understanding of multicultural education through teacher research. The authors address to the following question: In what ways does 'a graduate-level course with a dual emphasis on culture and inquiry through teacher research affect how in-service teachers conceptualize culture in their educational settings? The authors found that when most teachers had the opportunity to consider a broad view of culture and then apply it to their professional contexts, their understandings of teaching and learning in the classroom was enhanced.
Updated: Aug. 28, 2012
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Updated: Apr. 02, 2012