Search results for: Professional development
Page 15/58 573 items
This paper argues that teacher education curricula should include leadership knowledge. The authors discuss the political realities that affect teachers. They also discuss how these realities are best met with teacher leadership knowledge. They claim that knowledge of leadership would enable teachers to label what they see and do. In conclusion, the authors propose opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.
Updated: Jan. 12, 2015
The Influence of the Ecological Contexts of Teacher Education on South Korean Teacher Educators' Professional Development
The goal of this study is to explore how the ecological context of teacher education influences affect South Korean teacher educators' professional development. The findings reveal that South Korean teacher educators' main concerns about their professional development are related to conducting research. Furthermore, the global influences on South Korean teacher educators' work are also strong. They need to know global trends in education in order to obtain research topics and need to communicate with foreign scholars and educators actively for the purpose of active scholarship. The author recommends on using reflective methods, such as action research or self-study research to facilitate teacher educators.
Updated: Jan. 11, 2015
Professional Accreditation of Initial Teacher Education Programmes: Teacher Educators’ Strategies Between ‘Accountability’ and Professional Responsibility’?
This article examines the accounts of teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. The findings reveal that teacher educators operate on the premise that they live out their professional responsibility in ways consistent with the complexity and ambiguity inherent in democratic, deliberative decision-making. They argue that teacher educators must be more articulate about the purposes a process of increased explicitness and the logic of accountability actually serve, and what the less tangible moral dimensions of responsibility contribute to the discourses of reform.
Updated: Jan. 05, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014
The goal of this article is to report on the challenges the authors faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK(. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Furthermore, the discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.
Updated: Dec. 23, 2014
The goal of this case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. The authors wanted to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice.
Updated: Dec. 23, 2014
This article describes the birth and success of Emerging Scholars program. This is a new program of Association of Teacher Educators (ATE), which designed to help graduate students and those new to teacher education develop a voice in the profession through research and publication. The authors conclude that new avenues of expression, such as the Emerging Scholars sessions at the ATE annual meetings and the publication of this special thematic issue of Action in Teacher Education, are continuing the long tradition of ATE's commitment to the professional development of all teacher educators and the continuous improvement of the teaching profession.
Updated: Dec. 17, 2014
The Influence of Professional Development on Educators' Instructional Conversations in Preschool Classrooms
This research investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers.
Updated: Nov. 24, 2014
Creating Foundations for Collaboration in Schools: Utilizing Professional Learning Communities to Support Teacher Candidate Learning and Visions of Teaching
The purpose of this study was to examine ways that the unique model involving nested collaborative professional learning communities (PLCs) within a teacher education program led to a) learning for the members school/university partnership and b) refined visions of what it means to be a teacher. The findings indicated that teacher candidates came away from the experience seeing teaching as a collaborative endeavor. The ongoing feedback from both their mentor teacher and cohort colleague was critical to their learning to teach process. Furthermore, the collaborative work accelerated their opportunities to learn as they learned from both their successes and mistakes along with their partner’s successes and mistakes.
Updated: Nov. 18, 2014
This article is based on the experience gained with an online learning community developed as part of a pilot project that followed a national research study of in-service career and technical education (CTE) administrators and teachers. The authors summarize the most salient points when designing a learning community website, the following features need to be in place to promote interaction: clarify the goals of the website, its function and limitations; ensure privacy from the outside and a psychologically safe environment; ensure that community members understand the features of the website; structure authentic learning tasks, dialog, and posting activity to match the goals of the course; a facilitator or moderator should encourage and reinforce the initial postings, especially from novices; encourage threaded discussion groups to form according to problem topic or academic area; and activities will need to have time limits.
Updated: Oct. 28, 2014