Professional Development (348 items)To section archive

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This article investigates the potential for promoting student engagement in academic staff development, considering specifically the agency of Student Unions (SU) or guilds. The authors found that the SU officers showed a commitment to enhancing the quality of the student experience.
Published: 2017
Updated: Dec. 06, 2018
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.
Published: 2016
Updated: Nov. 11, 2018
The purpose of this study was to explore whether the use of virtual learning community (VLC) associated with an online teachers' professional development program enable Biology teachers to share knowledge with their peers. The findings reveal that teachers that joined the this community intensely shared knowledge both on Biological contents and didactic experiences. They seldom used the VLC-Bio for social purposes. The authors also found that the effective participation in the collective construction of knowledge on how to teach Biology topics occurred mainly through interaction of teachers with their peers.
Published: 2014
Updated: Oct. 18, 2018
This study describes the visions of nine teachers over the course of seven years. The results highlight how the teachers articulated clear visions for their students that focused on helping them become motivated, successful, lifelong learners, and these teachers designed their instruction and classroom environments to support their visions. The authors found, however, these teachers encountered far more obstacles to enacting their visions than they did affordances for working toward them.
Published: 2017
Updated: Oct. 14, 2018