Search results for: Professional development
Page 13/58 572 items
Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
This study examined whether and how an on-site and research–teacher community of practice model for professional development addressed challenges to classroom practices in a Head Start program. The findings revealed several challenges to classroom practice that aligned with previous research: existing practices did not always cohere with research-based practice, lack of planning between the lead and assistant teachers, and high teacher turnover. The authors suggest recommendations for establishing an on-site teacher-researcher community of practice model for professional development.
Updated: Aug. 12, 2015
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in terms of the Context, Process and Outcomes of Research
The aim of this study is to provide deeper insight into the realisation of teacher research in professional development schools in the Netherlands. Participants of these schools were asked for their perceptions of the actual and preferred situation concerning teacher research in terms of the context, processes and outcomes of practice-based research activities by teachers-as-researchers. The authors can conclude that a large difference between the actual and preferred situation was noticeable. Additionally, pupil learning and outcomes seemed not to be a central focal area of the participants at this moment. Finally, the results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research.
Updated: Jul. 08, 2015
Teachers' In-service Training is only the Beginning of A Road: Personal and Organizational Contexts of Teachers' Continuous Professional Development
The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.
Updated: Jun. 28, 2015
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
Updated: Jun. 21, 2015
This study addresses research questions regarding how mentors perceive their role, what preparation they receive to serve as effective mentors, and what are their professional needs. The study illuminates essential aspects of the mentors’ role perception and the impact of mentoring education on the professional identity of mentors. The implications are that low involvement in PD workshops could be linked to the uncertainty in mentors’ own self-perception as mentors.
Updated: Jun. 14, 2015
Student-teachers As Researchers: Towards A Professional Development Orientation in Teacher Education. Possibilities and Limitations in the Greek University
This study has two goals: it investigates how to design a university undergraduate course on action research; and It also explores how the students’ involvement in action research influences the construction of their personal educational theory. The findings reveal that educational action research can be taught to students if it is praxis oriented, linking theory and practice within reflective action. The students also managed to practically link action research and collaborative action learning, approaching teaching as learning to a certain extent and realising that learning is predicated on active experience and improved through cyclical processes.
Updated: Jun. 10, 2015
This study aimed to address the expressed needs of recent teacher education graduates. In an effort to assist these new educators in meeting their professional development needs, this study designed free, voluntary workshops to target some of the issues. The participants were 56 undergraduate and graduate college students majoring in teacher education. They were divided to two groups: a treatment group and a comparison group. The findings reveal that as the conclusion of the semester, the treatment group’s perceived knowledge in this area significantly improved, more so than their peers in the comparison group. Furthermore, in general, student teaching experiences yield changes in its participants. Through their fieldwork experiences, the comparison group demonstrated significant overall gains, and most specifically in lesson planning and working with diverse students.
Updated: May. 06, 2015
Community of Practice in Action: SEDA as a Learning Community for Educational Developers in Higher Education
The Staff and Educational Development Association (SEDA) was formed in 1993. SEDA was set up to support members of the emergent profession of educational development, originally in the UK and subsequently internationally. This article explores how colleagues working in Higher Education Institutions (HEIs), to improve assessment, learning and teaching practices, became, through SEDA, an active and engaged community. The authors argue that there are different forms of communities of practice and professional learning communities such as practice-based, task-based and knowledge-based groups and SEDA’s sub-communities work in each of these areas. The authors conclude that SEDA’s ongoing existence as an organisation as well as a community of practice will rely on its ability to take in its stride a radically changing higher education environment.
Updated: May. 04, 2015
The purpose of this study was to identify and explore the challenges that new secondary teachers experienced in the implementation of the Common Core State Standards (CCSS). The challenges include lack of preparedness for teaching CCSS, needs for understanding the CCSS language, the content in the standards, student learning, and the lack of resources. New teachers also reported challenges in collaboration with veteran teachers. They suggested that a collaborative learning community help them implement CCSS effectively. The collaboration should involve collaborative activities through peers, among school administration and teachers, online collaboration, and training workshops.
Updated: Apr. 30, 2015