Search results for: Faculty professional development
Page 1/5 41 items
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
This study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a partnership model; what effects are perceived by teachers in higher education; what kind of motivation is apparent when teachers decide to participate in a staff development activity and significant differences between the kind of motivation regarding the effects perceived by teachers. The results show that all respondents were satisfied after following a shop-floor staff development session and most respondents were aware of a learning process.
Updated: Jun. 06, 2017
Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty
In this article, the authors draw on a community of practice perspective to examine and understand the complex and emerging nature of an informal peer mentoring community composed of beginning education faculty members from different institutions. The authors conclude that the goal in this paper is to describe an alternative form of mentoring based on a community of practice. The structure of the group is influenced dually by the individuals in the group and the external circumstances. As faculty members become more diverse, alternative methods of mentoring are needed to support smooth transitions for new faculty and to support existing faculty as they undergo transitions later in their careers.
Updated: Jan. 01, 2017
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Updated: Dec. 06, 2016
The author argues that the traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and the rapidly changing landscape in higher education. Building a mentoring network with different levels and types of mentoring can help new faculty meet these challenges.
Updated: Dec. 04, 2016
Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality
The present study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. Results shows teachers' beliefs of quality is the strongest predictor of their self-assessment. Implications of the findings for professional development are provided, along with limitations of the current study and recommendations for future studies.
Updated: Oct. 05, 2016
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Updated: Sep. 28, 2016
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
This study aimed to explore professional development participants’ individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. The findings reveal that four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The analysis of data indicated that teachers from all four profiles enjoyed their laboratory experiences. Throughout their PD journey, participants, gained a better understanding of science as a discipline and its core practices, and in doing so gained an improved level of scientific literacy, which based on their own account, would impact their teaching.
Updated: Sep. 27, 2016
This article presents the results of a self-study of interdisciplinary work that has generated profound changes in the authors' teaching practices. The research grew out of an interest in exploring the nature of their work and the practices that contribute to its success. The findings revealed that their work process consists of five stages and is the product of careful weaving of the authors' different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond.
Updated: Aug. 01, 2016
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
This article reports on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. This article describes the professional learning approaches, illustrates the kinds of tasks involved, and discusses similarities and differences in the data within and between the two groups of teachers. It also discusses affordances and limitations of the two professional learning approaches.
Updated: Jul. 04, 2016