Professional Development (359 items)To section archive
Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process.
Updated: Jun. 25, 2020
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
Updated: Jun. 16, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020