Search results for: Professional development
Page 7/58 577 items
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry.Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Updated: Jul. 09, 2017
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Updated: Jun. 21, 2017
Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools
This article examines the professional development (PD) of a group of urban physical education teachers as they moved from a learning community focused on a new curriculum in physical education to a community of practice (CoP) committed to intense, sustained and focused engagement on issues related to their teaching practice and personal growth as physical educators. The participants reported development of their teaching practice and pedagogical skills by applying the teaching strategies shared by colleagues in the community. The teachers came to recognise their ability to design lessons to engage students and to implement these lessons in ways that were challenging and exciting, supporting the notion of increased self-efficacy. Their focus was consistently on their students and how to impact their learning by developing their own knowledge and skills in order to provide a quality education.
Updated: Jun. 14, 2017
Workplace Learning Impact: An Analysis of French-Secondary Trainee Teachers’ Perception of their Professional Development
The aim of this study was to inquire into the professional development of French secondary- trainee teachers. The results first showed that learning in the workplace is a multifaceted process including mentoring, learning with experienced colleagues and learning by oneself from classroom teaching. Because trainee teachers tended to cite colleagues more often than mentors, it appears that workplace learning cannot be curtailed to mentoring. The authors argue that the findings of this research have allowed them to claim that there is a relationship between learning modes used for the competencies to be acquired and the content of these competencies.
Updated: Jun. 06, 2017
The primary purpose of this study was to measure important characteristics of professional development that may influence its effectiveness. The second purpose was to determine if any of the characteristics of effective professional development predicted teachers’ use of new knowledge/skills. The results reveal that the professional development instrument appears to be a viable tool for capturing teacher perceptions about characteristics of professional development. The instrument could provide information for state and district leadership about the quality of teachers’ professional development.
Updated: May. 29, 2017
In this article, the authors review the use of video technology in teacher initial and continuing professional development.The authors' purpose was to review the international literature base in order to evaluate what is currently known about the impact of video technology upon the development of teacher professional knowledge.
Updated: May. 03, 2017
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Updated: Mar. 26, 2017
Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Updated: Mar. 07, 2017
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
The authors use existing literature to identify the key features that make in-service professional development (PD) effective. The authors present these features as the defining features of a recently developed PD program, Classroom Management in Action, which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes.
Updated: Feb. 26, 2017
Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Technologies
In this article, the author discusses the importance of conceptualizing place and space in teacher professional development intervention research. Using a cultural historical activity theory framework, the author discusses how the cultural and historical aspects of the place and context in which the teachers taught mediated the teachers’ understandings of the affordances of incorporating critical digital literacies into their classroom teaching. Findings suggest introducing new tools into the rural setting helped influence teachers’ identity in their role as professional educators. The professional development intervention helped the teachers develop a greater sense of agency and purpose within their rural context.
Updated: Feb. 26, 2017