Search results for: Professional development
Page 15/59 585 items
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
This study inquires into the author's shifting ‘self’ as a researcher/teacher educator in teacher professional development. The author uses an autoethnographic inquiry, and presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences. This autoethnographic inquiry represents her attempts to make sense of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.
Updated: Mar. 11, 2015
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
This article describes the experience of one beginning teacher in her first year of teaching. The findings reveal that three themes of global significance available for reflective analysis are interwoven throughout Anna Dean’s narrative of coming to know teacher community in her first year of teaching: (1) conflicting versions of teacher community, (2( shifting school landscapes shifting teacher identities, and (3) The eye of the storm-the perfect storm metaphors. The author concludes that beginning teacher’s experience of teacher community in the eye of a storm reveals how what exists in school contexts and in professional relationships between and among experienced teachers, administrators and consultants affects beginning teachers’ knowledge developments.
Updated: Feb. 24, 2015
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors’ Interpretations of the Professional Development of Four Preservice Teachers
This article describes the complexity of the preservice secondary school mathematics teachers' experiences in their use of action research as a tool provided for them in the teacher education program. It also examines what do the teacher educators learn about their repertoires and those of their students as they develop the research project within and across the disciplines. The findings show that the participants built trust overtime, which helped them to share their challenges with their instructors. The instructors realized that there needed to be a stronger connection between the PSSM teachers’ content knowledge and pedagogical content knowledge. The participants had hands-on experience and they are more confident to continue doing action research and become more reflective in their own classrooms. Furthermore, they enhanced their skills for students’ mathematics learning context.
Updated: Jan. 26, 2015