Search results for: Professional development
Page 10/60 591 items
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
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Updated: Dec. 19, 2016
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
Updated: Dec. 06, 2016
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Updated: Nov. 08, 2016
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Updated: Oct. 31, 2016
This article focuses on the Conservative–Liberal coalition government’s policy in teacher education in England and its implications for the work of teacher educators. It argues that policies influenced by the neoliberal and neoconservative policies of past governments from the late 1970s have been continued and even accelerated by the current coalition government, with the result of a much more significant and rapid shift to more school-based and school-led initial teacher education and continuing professional development.
Updated: Sep. 28, 2016
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Updated: Sep. 19, 2016
The Impact of Training on Teaching Assistants’ Professional Development: Opportunities and Future Strategy
This article draws from a study into the impact of training for teaching assistants (TAs), additional adults deployed to support children and teachers, in one urban local educational authority in England. The objectives of the study, commissioned by the local educational authority, were to identify training and professional development for TAs and to determine the impact of training on children’s achievement and TAs’ professionalism so as to inform future strategy for the content and delivery of continuing professional development for TAs.
Updated: Sep. 04, 2016