Search results for: Professional development
Page 12/58 572 items
The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators
The present study investigates the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Findings show that both breaking of isolation in the group and talk about student learning were essential in promoting individual progression toward change that entailed developing awareness of the possibility of infusing thinking into college-level teaching and the development of dispositions to do so in their courses.
Updated: Dec. 29, 2015
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?
This study aimed to examine high school teachers’ beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. The authors used Windschitl’s (2002) Constructivist Dilemmas framework as a framework to understand the teachers’ enactments.The authors found that the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused.
Updated: Dec. 14, 2015
Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England
This article reports on the experiences of teachers who have had Continuing Professional Development (CPD) in Europe. The findings of this study reveal, in all three countries, similar discrepancies between the activities in which these teachers engage and the value they place on individual professional development. In most cases, teachers interviewed in this study identified not just a huge variation in their experience of professional development. According to these teachers, their professional development would appear to be neither systematic nor particularly successful. Furthermore, accountability is checked by the sorts of appraisals mentioned by many of these teachers. In many cases these are based on targets and observations, which can be used to apply pressure on individuals to take part in staff development, or indeed be used by teachers as its justification.
Updated: Nov. 17, 2015
The purpose of this article is to define and describe the mentoring mindset in a protégé. A definition of the protégé's mentoring mindset was created after analysis of the interview data, and indicators of the presence and absence of the mindset were formulated into a Protégé Mentoring Mindset Framework that provides information on protégé competencies. The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, is relational and reflective. Conversely, the protégé who does not have a mentoring mindset lacks initiative, lacks a learning orientation, a goal orientation, and is not relational or reflective.
Updated: Nov. 03, 2015
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Updated: Nov. 02, 2015
The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. The authors found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
Updated: Oct. 13, 2015
A Phenomenological Study of an International Teaching Practicum: Pre-service Teachers’ Experiences of Professional Development
The purpose of this article is to identify, examine and describe the pre-service teachers’ perceived gains of professional development during an international teaching practicum. The data reveal that the international teaching practicum stint has enhanced the pre-service teachers’ awareness of aspects of language and language teaching-learning. Furthermore, this observational learning has assisted the pre-service teachers to internalize new learning and experiences. Finally, teaching in the Maldivian schools was a new learning experience for the pre-service teachers, who have gained understanding of new world views of education and culture from teaching English in Maldives.
Updated: Oct. 12, 2015
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
This article examines the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework. These concepts are combined to describe and analyse an exemplary professional development programme in Austria.
Updated: Sep. 24, 2015
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Updated: Sep. 02, 2015
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015