Search results for: Professional development
Page 9/61 604 items
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Updated: Aug. 09, 2017
Integrating the Ontological, Epistemological, and Sociocultural Aspects: A Holistic View of Teacher Education
In this paper, the author argues that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process of teacher learning from a holistic perspective. Through deliberative discussions and selection, 13 ‘good’ teachers were interviewed in this study. The findings indicate that there may be a two-stage pattern (the II-VA model) that describes two different sorts of teachers. The first sort refers to those teachers who developed strong identities before beginning their teaching service and who tended to have a clearer educational vision which had a direct impact on their practices and professional development. As for the second sort, the teachers’ identities were vague in their first years of teaching, but their professional identities gradually developed within the referential community with affective and professional functions.
Updated: Aug. 09, 2017
Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
Updated: Aug. 08, 2017
The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.
Updated: Aug. 07, 2017
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Updated: Jul. 19, 2017
In this study, the author aims to explore and support teachers’ movement through the early phases as they learn to attend to and reason about details of student algebraic thinking in the dynamic classroom environment. The findings reveal that the framework allowed preservice teachers in this study to articulate their thinking about student algebraic thinking. In addition, the author found that participants’ conversations about student thinking became more substantive as they participated in a series of video club sessions.
Updated: Jul. 17, 2017
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Updated: Jul. 12, 2017
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