Search results for: Teacher professional development
Page 1/1 8 items
The present study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest. It also examined their challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education.
Updated: Jun. 06, 2017
This study presents an overview of the tensions regarding professional identity that was experienced by a group of beginning teachers.Interviews with beginning teachers resulted in 59 tensions that could be classified into three themes: (1) The change in role from student to teacher, (2) conflicts between desired and actual support given to students, and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions, and the teachers had a strong desire to learn to cope with them.
Updated: Jun. 06, 2017
This article describes a review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development. The article concludes that what underlies the thematic emphasis of the studies reviewed is a recognition that teacher learning and development is a complex process. This process brings together a host of different elements and is marked by an equally important set of factors. But also, that at the center of the process, teachers continue to be both the subjects and objects of learning and development.
Updated: Sep. 27, 2011
Do Primary School Teachers in Cypriot Schools See themselves as Leaders? Echoing Practitioners’ Voices on Levers and Barriers
The current article reports on a small‐scale study of five cases located in one urban primary school. This study examines the views of primary school teachers in Cyprus in relation to teacher leadership. In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders.
Updated: Jul. 26, 2011
Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development
This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development. The study used Engeström's (1987) approach of four levels of inner contradictions in activity systems analysis.
Updated: Apr. 01, 2009
Leading Professional Learning in An Australian Secondary School through School-University Partnerships
As the limitations of one-off and disconnected professional learning programs for teachers are recognized, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action.
Updated: Feb. 02, 2009
This paper considers the status of research on PD. The paper explains the benefits offered by experiments in addressing current research needs. It also discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Updated: Jan. 28, 2009
Developing Technology Together, Together: A Whole-School Metacognitive Approach to ICT Teacher Professional Development
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change.
Updated: Jul. 14, 2008