Search results for: Teachers’ learning
Page 1/5 46 items
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development
Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed.
Updated: Mar. 15, 2021
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas
This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, the researchers investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. They focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.
Updated: Jul. 02, 2020
Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. The authors report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although the authors introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped them craft the definitions they present in their findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
Updated: Jun. 18, 2020
Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Updated: Nov. 14, 2018
Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs
The authors investigated the design and implementation of the Climate Academy, a professional development project intended to help teachers learn about climate change and support the development and implementation of climate change topics in participating teachers’ curricula. This article indicates that a focus on the science of climate change and modeling of theoretically driven pedagogical activities can help teachers improve their climate science knowledge as well as their understanding of how to teach climate science concepts by aligning content and practices with students’ local environment. Furthermore, the authors found that all teachers appreciated the opportunity to learn important content from climate experts and experience hands-on modeling during the summer institute.
Updated: Nov. 11, 2018
From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey
This case study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. The findings reveal that the preservice teachers initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, the participants believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning.
Updated: Oct. 14, 2018
This study aims to investigate whether the experiences of teachers in general education and vocational education differ because of differences in their working contexts and challenges. It also focuses the ways in which mentees perceive the results of peer-group mentoring (PGM) with regard the professional, personal and social dimensions of professional development. The findings reveal that the participants almost unanimously agreed that PGM is important throughout the entire teaching career. Furthermore, the findings show that there were few significant differences between the teacher groups. It was found that teachers in vocational education were more likely to agree that participation in PGM had influenced their working methods, as compared to their colleagues in general education. In addition, the results reveal that teachers in vocational education reported that they had been contacted more by their colleagues about their opinions and advice after participating in PGM meetings than had previously been the case.
Updated: Apr. 24, 2018
The purpose of this article was to present important findings about teacher learning as a fundament for thinking about professional development of preservice and inservice teachers. The author argues that much of a teacher’s behaviour is unconsciously guided by three dimensions (the cognitive, affective and motivational dimensions), and that teacher learning takes place at various levels.
Updated: Aug. 30, 2017
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
This article reports a series of planned efforts on cultivating a group of teachers of English as a second language (ESL) into a community of practice (CoP) for sustainable professional development over a period of 10 months. This case study shows that planned efforts enabled teachers from different backgrounds to learn and develop as a professional and as a CoP. This community could be developed through different stages. The authors learn that sensitivity, honesty, self-awareness, and individual commitment of the participating teachers helped resolve tensions and dissonances arising out of different teaching approaches.
Updated: Aug. 15, 2017
As a teacher educator, the author shares her experiences and positioning as an apprentice, academic and administrator. While she refers to each as a ‘phase’, she suggests each overlap at varying times throughout teacher educators' careers/life, particularly if they are lifelong learners and that an element of apprenticeship is present in all that they strive to do, although not everyone perhaps acknowledges and engages with apprenticeship as professional learning and learning about oneself.
Updated: Jul. 10, 2017