Professional Development (336 items)To section archive
The present study investigated differences in contextual factors across schools and their influence on teachers’ decisions about science instruction. The findings show the influence of context on the sustainability of professional development outcomes. Additionally, it was found that principal support and collegial support are particularly important to teachers in sustaining science instruction. Finally, the study found that variations in school context also influence the extent to which state-level factors affect teachers’ decisions about science instruction.
Updated: Mar. 11, 2018
Action Research in Pre-service Teacher Education – A Never-Ending Story Promoting Professional Development
This paper examines how student-teachers experience the process and outcome of doing action research and what the authors as their teacher-educators can learn from these experiences about facilitating the student-teachers’ processes. The findings revealed that most student-teachers experienced the process as positive and saw action research as a tool in professional development. The authors conclude that this research supports the expected benefit of action research in terms of introducing students to a tool for systematic professional development.
Updated: Feb. 21, 2018
This study focused on how elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors. The study also examined how they described the impact the program had on their teaching of mathematics. The results indicated that the participants valued the collaboration within the community of learners. The sharing of ideas, planning lessons together, and reflecting on teaching and student learning in a supportive environment appears to have been critical to teacher growth. The authors conclude that the findings indicate that while involvement in professional development to deepen teachers’ understanding of mathematics and their knowledge of how to teach mathematics is important.
Updated: Feb. 18, 2018
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Updated: Nov. 08, 2017