Search results for: Professional development
Page 11/58 573 items
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice.
Updated: Apr. 13, 2016
This article examined undergraduate pre-service teachers’ perceptions of their expectations, fulfilment of these expectations and the relevance of their coursework for classroom practices during three different practicum attachments. The results showed significant differences in their perceptions across the three attachments. The findings of the study are discussed in the light of implications for continued programme development and enhancements to the practicum component that can help to bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies.
Updated: Mar. 30, 2016
This paper describes some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices.
Updated: Mar. 29, 2016
This study explored how teachers’ functionality as scientists developed and aspects of their experiences that were important to their development as scientists. These results suggest that a teachers’ background before participating in a Research Experiences for Teachers program does not determine whether a teacher will reach high scientific functionality or not. Furthermore, teachers within the high science functionality group adjusted to open-ended environment, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, the low science functionality group did not have a true research project, primarily focused on teaching aspect, and did not display a transition of responsibilities.
Updated: Mar. 15, 2016
This article reports on a case study of a school that had ongoing coaching for up to six years. The study focused on coachees’ perspectives, in particular what factors allowed them to achieve their set coaching goals. The investigation into longitudinal coaching (one to six years) indicated how coaches positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. A key finding was that coaching goals were deemed attainable when they aligned with coachees’ specific focus, which was reflected by the six core themes that emerged: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. The seventh theme (temporality) indicated that over time coachees’ dominant concerns shifted to become less of a focus with other overriding needs emerging.
Updated: Mar. 08, 2016
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills.
Updated: Feb. 23, 2016
In this article, the authors examine how particular lived experiences influenced negotiation of the figured worlds participants inhabit and how that negotiation might contribute to the ways in which they took up certain issues, in this case equity in mathematics education. The authors identified two strands that ran through the findings: As teachers came to use a multicultural lens on their mathematics classrooms, they interacted with the figured world of equitable mathematics pedagogy in different ways; In considering sites for praxis, those teachers with more experience in multicultural education looked in and beyond their classrooms for change.
Updated: Feb. 15, 2016
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization.
Updated: Jan. 27, 2016
This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development
This article aims to examine the ways in which a school–university mentorship programme promotes a range of growth experiences, both negative and positive, for the participating mentor teachers. The findings reveal that mentors saw their mentoring experience as a positive one leading to personal and professional growth and giving them a feeling of accomplishment through witnessing the benefits student teachers were drawing from the experience. The findings also indicate that the mentors experienced direct learning from their observations of the student teachers, thus breaking away from a novel/ expert unidirectional definition of mentoring. Moreover, the analysis shows that mentoring can be an effective way to renew the professionalisation of teaching by allowing mentors to recognise what they have to offer as veteran teachers, and so reaffirms the meaningful role they play in the formation of new teachers in Hawai‘i.
Updated: Jan. 12, 2016