Search results for: Professional development
Page 57/58 574 items
In this study a teacher educator worked with two elementary teachers to facilitate a self-study of their learning during a professional development programme. The programme extended for 6 months and was underpinned by four learning processes - reflection, sharing, action and feedback. The two teachers documented their learning experiences and were interviewed several times during and after the study.
Updated: Jan. 26, 2008
The article discusses a study regarding how teachers experienced an online course about online learning. Teachers' reflections on their experiences suggested that online learning provided for situated opportunities for reflection in and on action, but the ways in which teachers engaged with the course varied on individual characteristics such as cultural background, the teachers' understanding of themselves and individual responses to specific course attributes.
Updated: Jan. 14, 2008
The article describes an analysis of 59 journals of student teachers regarding their concerns about teaching. Findings from the study revealed the complex pattern of past and future concerns relevant to the students' personal and professional identity.
Updated: Jan. 14, 2008
The Soul of Teaching and Professional Learning: An Appreciative Inquiry into the Enneagram of Reflective Practice
This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: 'appreciative inquiry' and the 'enneagram'. It is more than a theoretical exercise, however, because it also constitutes an action-oriented reflection on the transitional nature of the author's professional situation, moving from work as a school-based primary school teacher and head teacher to work as a consultant.
Updated: Jan. 07, 2008
This review chronicles the origins of the use of the term 'dispositions' in teacher education and highlights problems in its current definitions and applications, suggesting questions that need to be addressed in dealing with those problems and outlining necessary changes in teacher education programs to address development and assessment of the whole teacher.
Updated: Jan. 03, 2008
Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models
In an effort to mainstream teacher education programs for sustainability, the Australian Research Institute of Education for Sustainability |(ARIES) appraised models of professional development underpinning a range of teacher education programs. The article describes three models of professional development, and concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education.
Updated: Dec. 31, 2007
Action Research and Collaborative Research: Their Specific Contributions to Professional Development
This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. The results show that participants' individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school's mission and mathematics curriculum.
Updated: Dec. 30, 2007
How effectively does the Graduate Teacher Programme contribute to the development of trainee teachers' professional values?
The graduate teaching program (GTP) is a significant contributor to teacher training. The article describes a study to gain insights into the nature and implementation of professional values of GTP trainees. The findings identify that GTP trainees do have well-established values, and high expectations about implementing them, with varying degrees of coherence between these values and their implementation in teaching, learning and classroom management. There is sufficient evidence to suggest that the highly individualised nature of the GTP does potentially lend itself to a coherent relationship between professional values and practice.
Updated: Dec. 25, 2007
Translation processes in the design of an education for sustainable development innovations course for universities in Africa
The article describes the translation processes undertaken by the United Nations in its attempt to design an education program for sustainable development for universities in South Africa. The deliberative translation process is examined in terms of its influence on professional development and professional exchange opportunities for university teachers, which are non-traditional and responsive to diversity, history, context and risk. The article also draws on a model of Latour's actor-network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course.
Updated: Dec. 25, 2007
Developing teacher competences for education for sustainable development through reflection: the Environment and School Initiatives approach
The authors introduce an overview of the Environment and Schools Initiatives (ENSI) perspectives on teaching competences. Since change is a primary element of sustainable development, the ability to adapt educational practice to a continuously developing world is of paramount importance for every educator dealing with that issue. The article offers two examples from ENSI activities in the field of developing teacher reflection regarding education for sustainable development ESD in teacher education: An action research, and project supporting workshops.
Updated: Dec. 18, 2007