Search results for: Professional development
Page 13/59 586 items
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
This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Updated: Jan. 05, 2016
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