Search results for: Professional development
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This article examines how novice teachers cope with their work. The authors compare the ability of novice and experienced teachers to cope with their work, and how this ability is affected by the level of collegial and superior support and collaboration offered. The findings reveal that that the novice teachers do not differ greatly from the experienced teachers. However, it was found that important differences exist between the experienced teachers and the novice teachers in terms of their ability to articulate their own needs and shortcomings.
Updated: Jul. 15, 2018
The present study explores teacher educators' talk about student learning (TASL) in community in order to understand its characteristics and functions for professional development of this distinct population. The findings revealed three genres of discourse: managing understanding, advisory talk, meta-analytic talk. The authors also found three functions: awareness of the connection between teaching and learning is one such function, promoting an inquiry stance, and developing awareness of teacher educators’ own learning.
Updated: Jul. 10, 2018
This article addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today’s schools. The authors argue that that the physical presence of students is the missing variable in the majority of TPD efforts. In this article, they present a framework for administrators, teacher leaders, and teachers to either evaluate or initiate TPD in relation to levels of physical student presence.
Updated: Jul. 08, 2018
Professional Development for Scaling Pedagogical Innovation in the Context of Game-Based Learning: Teacher Identity as Cornerstone in Shifting” Practice
This study examined how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. The findings indicate that preparing teachers to appropriate curricula innovations involves deeply personal transformations that intersect with the core of their professional identity. The teachers, who play the game, face dilemmas and conflicts in making professional and personal decisions. This study suggests that teacher professional development through reflective, reflexive guided appropriation is vital.
Updated: Jun. 13, 2018
Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience
The purpose of this study was to understand the experience of a female beginning elementary school teacher participating in a training program aimed at supporting her professional development through the use of video. The authors conclude that the findings showed that this type of program can have benefits for the participants’ professional development. By focusing on the beginning teachers’ concerns and expectations, such programs can help them integrate new knowledge into their frame of reference and apply it in a concrete way in the classroom.
Updated: Jun. 13, 2018
Improvisation and Teacher Expertise: Implications for the Professional Development of Outstanding Teachers
The purpose of this study aimed to gain an understanding of teachers' expertise. It also aimed to determine the extent to which improvisation was a facet of advanced professional practice. The findings reveal that teacher’s expertise is best expressed as continually evolving practice. The participants argued that advanced practitioners use their expertise to adapt and to interact with their pupils in order to create the conditions in which learning can, and does, take place. The findings also showed that teacher expertise is seen as fundamentally improvisatory through being socially constructed and that this has a positive impact on the quality of teaching. The author found that the primary concern of the teachers was to develop relationships with pupils in order to maximise interaction in the classroom.
Updated: May. 22, 2018
This study aims to investigate whether the experiences of teachers in general education and vocational education differ because of differences in their working contexts and challenges. It also focuses the ways in which mentees perceive the results of peer-group mentoring (PGM) with regard the professional, personal and social dimensions of professional development. The findings reveal that the participants almost unanimously agreed that PGM is important throughout the entire teaching career. Furthermore, the findings show that there were few significant differences between the teacher groups. It was found that teachers in vocational education were more likely to agree that participation in PGM had influenced their working methods, as compared to their colleagues in general education. In addition, the results reveal that teachers in vocational education reported that they had been contacted more by their colleagues about their opinions and advice after participating in PGM meetings than had previously been the case.
Updated: Apr. 24, 2018
This article aims to examine the critical features and outcomes of an Australian collaborative university- and school-partnership. This partnership was based on an immersion project for mentoring final year pre-service primary teachers in the area of special education. The findings reveal that this project provided scaffolded, authentic opportunities for pre-service teachers that were also beneficial for school staff, students and the school community. Mentors ensured that time spent in schools comprised a high-quality experience, and that pre-service teachers had formal opportunities to observe, discuss, trial and reflect upon theory and practice. The authors conclude that participants experienced real growth and challenges whilst being supported by school mentors and the university coordinator for the full academic year.
Updated: Mar. 11, 2018
The present study investigated differences in contextual factors across schools and their influence on teachers’ decisions about science instruction. The findings show the influence of context on the sustainability of professional development outcomes. Additionally, it was found that principal support and collegial support are particularly important to teachers in sustaining science instruction. Finally, the study found that variations in school context also influence the extent to which state-level factors affect teachers’ decisions about science instruction.
Updated: Mar. 11, 2018
A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science With Blogs
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Updated: Feb. 22, 2018