Search results for: Professional development
Page 7/57 568 items
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
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Updated: Feb. 23, 2017
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
This article will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy.
Updated: Feb. 23, 2017
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Updated: Feb. 22, 2017
The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Updated: Feb. 22, 2017
Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
This article describes collaborative self-study details the experiences of two teacher educators, who led teacher candidates on international practicum placements. This study documents the complexities of two teacher educators’ work in unfamiliar cultural contexts and highlights tensions to be navigated as a teacher educator in an international practicum setting. The analyzes of their experiences make it clear that they as teacher educators were on a learning journey similar to that of their teacher candidates. Collaborative analysis of the critical incidents conducted during this self-study enabled them to acquire greater understandings of their academic, professional, and personal identities.
Updated: Feb. 15, 2017
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Updated: Jan. 30, 2017
Being and Becoming a Mathematics Teacher Educator in and for Differing Contexts: Some Lessons Learned
In this study, the author examines how differing locations and cultural contexts shaped her understandings of being and becoming a mathematics teacher educator. The purpose was to improve the author's own practice, accompanied by the hope that what she learned could also be potentially beneficial to other teacher educators. During this self-study, the author has become convinced that deliberations regarding mathematics education may be futile unless considerations regarding context, or culture, are central to decision-making. She has learned, but frequently must relearn, that she cannot impose his views of mathematics, or mathematics education, on others. Thus she can work toward transforming her practice while, at the same time, supporting teachers as they engage in the hard work of transforming their own.
Updated: Jan. 23, 2017
This research focuses on aspirations for an M-level teaching profession within one densely populated government region – the English West Midlands – from the perspectives of key stakeholders. In particular, teachers’ perceptions regarding aspirations for an M-level profession are generally overlooked and neglected in academic literature. This article contributes to addressing this gap in academic literature by highlighting teacher perceptions, alongside the perceptions of HEIs. Findings show that aspirations for an M-level teaching profession in England received an overwhelmingly positive response from these key stakeholders in this government region. Clearly, all respondents were overwhelmingly in favour of an M-level teaching profession. However, there were also concerns around an M-level profession in the manner in which it was being implemented.
Updated: Jan. 10, 2017
Facilitating Self-study of Teacher Education Practices: Toward A Pedagogy of Teacher Educator Professional Development*
The present paper reports on a two-year study of a self-study research group facilitation. The pedagogical rationale of the facilitation consisted of four pedagogical principles that served as the theoretical background for the actual facilitating actions and interventions. This was highlighted by formulating these principles as a series of propositions providing clear guidelines for the authors' interventions. The interpretative analysis served as an analytical refinement of these propositions, resulting in a number of amendments to the original phrasing in terms of conditions for successful facilitation of professional development. The authors conclude that contextualized analyses of cases such as these provide exemplary illustrations of what the enactment of general principles from the literature in particular instances of practice might look like and what factors influence that enactment and the possible outcomes.
Updated: Jan. 09, 2017