Search results for: Professional development
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If teacher education is to be taken seriously, it must be research-based with teacher educators as active researchers and perceived as ‘public intellectuals’. This re-positioning of teacher education to be ‘research driven’ comes with pressure on teacher educators to focus on securing research funding and increase publication output. This expectation for research productivity competes with increasing calls for more relevant and imaginative teacher preparation programmes. To present the challenging contexts in which Irish teacher educators operate with respect to fulfilling both a teaching and research remit, this paper maps the changing higher education landscape, the regulation of teacher education along with a myriad of curricular reforms at primary and post-primary level. The paper then explores current teacher educators’ positioning in the Irish context as active users and producers of research through in-depth interviews with ten experienced teacher educators.
Updated: Apr. 23, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
Interconnectedness and difference between action research and a lesson design study in Shanghai, China
The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, the authors encountered the specific challenge of what might be the interconnectedness and differences between AR and their LDS. To address this issue, they applied a research-informed depiction of the distinguishing characteristics of AR to their LDS. Based on this analysis, they found that (1) in contrast to the depiction of AR that encompasses a choice of methods, their LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and their LDS, the interconnectedness is important in that both AR and their LDS contribute directly to school-based teacher professional development.
Updated: Apr. 20, 2020
Lesson Study and Learning Study are popular teacher professional development models across the world. Drawing on an extensive review of research and literature, this paper aims to identify the features of the two models to contrast and establish their similarities and differences particularly with regard to their application in practice. The paper focuses on their impact on teaching and learning as well as the rationale behind the process of Lesson Study and Learning Study. Four major distinctions between the two models are revealed: ways of identifying a topic for teaching, views and methods for understanding student learning, the focus of teacher collaboration on lesson design and implementation, and the overall instructional design. The paper concludes that the two models appeal to different practitioners depending on their aims and objectives in teaching and learning as well as their broader perspectives on education. In addition, this paper suggests that the two models could complement each other to improve the effectiveness of teaching and learning in different contexts.
Updated: Apr. 19, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policy-making concerning those programs
The study aimed to identify teachers’ motivations to study Master of Education (M.Ed.) programs offered by teachers’ training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers’ professional autonomy. The study’s methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. The authors found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers’ training colleges. Results are pertinent for government planning of teachers’ professional development. Further study into the needs of teachers is required to endorse these conclusions.
Updated: Mar. 01, 2020
Detecting a Sustainable Mindset through Using Content Analysis of Teacher-produced Learning Journals
Having developed and piloted a professional development blended learning course for teachers of home economics with the purpose of promoting a sustainable mindset in their students, the authors used the written learning journals by the teachers during the 15-week course to detect various aspects of a sustainable mindset, which could be attributed to the course. They assumed that the learning journals of 19 participants might reveal reflections on sustainability, the pedagogy of sustainability, a positive association between sustainability and the pedagogy of sustainability, and the development of a sustainable mindset over the period of the course. The analysis confirmed that the participants reflected a great deal on learning and sustainability as the course progressed; revealing that a positive link between teaching practice and sustainability can be observed. However, the analysis also indicated some important concepts that might have been under-emphasised in the course.
Updated: Jan. 29, 2020
This study explored the relationship between English as foreign language (EFL) teachers’ content-specific pedagogical beliefs and their technology integration practices. Using a multiple-case-study research design, the authors examined 12 secondary-level EFL teachers’ beliefs using Johnson’s (1992) framework of skill-based, rule-based, or function-based. The findings suggested an overall alignment between EFL teachers’ content-specific pedagogical beliefs and technology integration practices. While EFL teachers used similar technology tools, the same tools were used to support different types of teaching practices depending on teachers’ content-specific pedagogical beliefs.
Updated: Jan. 01, 2020
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations.
Updated: Dec. 01, 2019