Search results for: Professional development
Page 1/61 602 items
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions
Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre–post group design to examine the extent to which a PBPD was effective in teaching participants how to design, implement, and evaluate functional assessment–based interventions. Results indicate participants increased perceived knowledge, confidence, and usefulness and made gains in actual knowledge. The authors conclude with implications, limitations, and suggestions for research and practice.
Updated: Jul. 14, 2021
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. The authors drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Their findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models.
Updated: Jun. 16, 2021
The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level, advanced, and expert) as defined by the Israeli Ministry of Education, largely on the basis of years of teaching experience. Their perceptions were examined in semi-structured interviews. Teachers in all periods of their professional life seek to learn material that they can apply in teaching, student learning, or assessment contexts in their schools and classroom. Entry-level teachers overwhelmingly desire to pursue professional learning goals that extend beyond the current focus on classroom competence. Entry-level and advanced teachers express a preference to learn in workshops, which offer participatory learning experiences. For expert teachers in Israel, consideration should be given to removing the compulsory nature of formal professional development, while enabling them to pursue courses beyond their discipline and according to their interests. All three groups suggest that course content should be better mapped to teachers’ needs. These findings are consistent with the life phase model of teachers’ professional development.
Updated: Apr. 20, 2021
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development
Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed.
Updated: Mar. 15, 2021
The “wicked problem” of technology and teacher education: Examining teacher educator technology competencies in a field-based literacy methods course
This paper paints a complex portrait of the “wicked problem” of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs). The study indicates that developing technology competencies in teacher educators shares challenges with broader issues of practice based teacher education. It suggests the TETCs would benefit from a clear grounding in theory and should consider the influence of teacher educator Technological Pedagogical Content Knowledge (TPACK) on teacher educators’ abilities to build and demonstrate competency. Overall, framing teacher educator professional growth and development through the lens of the TETCs facilitated reflection and spotlighted areas of strength, as well as areas for improvement, within practice.
Updated: Feb. 17, 2021
Mentoring as meaningful professional development: The influence of mentoring on in-service teachers' identity and practice
Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.
Updated: Feb. 09, 2021
This In Practice paper reports on an autoethnographic study based on the author’s 12-week teaching practicum experience in two secondary schools in an initial teacher education programme to professionally develop himself as a teacher educator. As a novice teacher educator, the author took on the role as a student teacher in the practicum. Through ongoing dialogues with different stakeholders in schools and the author’s own reflective self, the practicum experience provided an opportunity for the author to understand the tension between theory and practice, learn to give feedback as a teaching practicum supervisor and facilitate the development of schools. This paper offers implications on the benefits of engaging in self-study such as autoethnography in the school context for novice teacher educators to understand the educational reality and professional lives of schoolteachers as well as professionally develop themselves in their teacher education career.
Updated: Jan. 25, 2021
Competence and challenge in professional development: teacher perceptions at different stages of career
The present study investigates teachers’ perceived challenge and competence at different stages when dealing with professional requirements. A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions. Structural equation modelling was used to assess the validity of the measures and teachers’ sense of competence and perceived challenge were compared across different career stages. Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers’ experiences of challenge varied at different career stages. The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face. Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence.
Updated: Dec. 29, 2020
Across the globe, preparing the next generation of teachers is one of the most important tasks for higher education. In this article, the authors discuss the Teacher Preparation Initiative (TPI), a successful professional development framework designed to support teacher candidates as they enter their classrooms and also the faculty members who are working with them. This paper highlights four key components to this professional development programme: 1) practical, 2) aligned, (3) relationship-centred, and 4) current. The general framework of the partnership will be helpful for institutions whether or not they can be a part of the TPI, but are looking to build similar professional development opportunities for their education faculty members.
Updated: Nov. 30, 2020