Search results for: Professional development
Page 1/61 607 items
The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development
The purpose of the present study is to examine the contribution of a professional learning community of pedagogical instructors, training teachers, and teaching students in a clinical model for teacher education to their professional development. The study is carried out by examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.
Updated: Jul. 17, 2022
Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap
This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers’ agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers’ developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency.
Updated: Jul. 12, 2022
Supporting science teachers teaching outside specialism: teachers’ views of a professional development programme
In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to investigate how a group of science teachers, who are non-chemistry specialists, could be supported to teach chemistry topics by participating in a year-long professional development programme. Data were gathered through individual and focus group interviews. This paper focuses on the teachers’ views of this programme and how it affected their views of teaching chemistry. After conducting experiments, discussing and planning lessons within a community of learners teachers felt better prepared to teach chemistry. This enabled them to change their views and expand their identity as a science teacher.
Updated: May. 25, 2022
A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development
Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers. This article reports on pre-service teachers’ reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing. Findings show that reflective practice, along with structured professional learning tasks, helps pre-service teachers harness their teacher identity and agency.
Updated: Feb. 20, 2022
Teacher leaders as teacher educators: recognising the ‘educator’ dimension of some teacher leaders’ practice
The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders’ practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and teacher educator functions using a focused analysis of the literature and findings from qualitative research. This research investigated the impact of a professional development programme for primary science leaders. Data were collected from strategic-level informants, programme mentors and science leaders using interviews, questionnaires and a focus group. The findings are analysed to provide a critical overview of the participants’ views of the requirements for successful leadership and development of primary science and to illustrate how educator and leader functions are intertwined in science leaders’ activities. The article considers the implications of recognising the educator dimension of some teacher leaders’ practice and asserts that these implications extend beyond the primary science context of the research. Acknowledging the contribution made by ‘unrecognised’ teacher educators and enabling them to contribute to and gain from the professional knowledge of the teacher educator community has significant potential to enrich practice in teacher education internationally, nationally and locally.
Updated: Feb. 14, 2022
Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?
Based on an in-depth study of a large number of teachers at one school, this paper begins to unpack the participants’ views about and the expectations they hold for their professional learning. Data were collected over two school terms through several focus group interviews reaching approximately two-thirds of the staff. Analysis of the data sets led to identification of themes used to categorise teachers’ perceived areas of developmental need (e.g. special needs, wellbeing, etc.) and what would be required to address these needs (e.g. time, collaboration, etc.). Findings indicate that what teachers receive to support their professional learning is not always what they want or value. Their aspirations regarding their professional learning needs tend to be more informed by their own beliefs about learning and teaching rather than more global, systematic or operational requirements.
Updated: Jan. 11, 2022
Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, the authors developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. They questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed.
Updated: Dec. 16, 2021
In this mixed-methods study, the author provides a rich and nuanced picture of how different districts across one state with an underdefined support policy strive to support early-career teachers, and then assess the relationships between these experiences and teachers’ own reported satisfaction and commitment to the teaching profession. She finds substantial variation in the support experienced by early-career teachers. She also finds that mentorship, both formal and informal, and perceptions of professional development are positively associated with satisfaction and commitment. Other contextual organizational factors also play a role in early-career teachers’ experiences and outcomes.
Updated: Oct. 17, 2021
Becoming trauma-informed: a case study of early educator professional development and organizational change
An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new trauma-informed care (TIC) practices by both teachers and administrators building organizational capacity to improve and sustain these practices.
Updated: Sep. 29, 2021
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