Professional Development (343 items)To section archive
The purpose of this study is to examine teacher-perceived capacity to meet their students’ additional support needs. This study also aims to identify perceived sources of help or hindrance in meeting students’ additional support needs, as these sources may be relevant when focusing on the improvement of teacher potential. The findings reveal that the participants perceive themselves to be fairly capable of meeting students’ additional support needs. The participants’ own competencies are perceived as being helpful in addressing all dimensions of students’ additional support needs. The teachers discern four sources of help or hindrance to which teachers attribute their success: teacher him/herself, student characteristics, school/working conditions and teachers’ self-efficacy beliefs.
Updated: Sep. 04, 2018
What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop
This study aims to explore pre-service teachers’ understandings of scientific modeling during a multi-day, technology-integrated professional development workshop. The authors conclude that such integration holds potential not only for teachers, who must implement such tools in the classroom. The authors also argue that teacher educators can use such technology to elicit and build upon pre- and in-service teachers’ preexisting knowledge and strengths.
Updated: Jul. 19, 2018
This article addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today’s schools. The authors argue that that the physical presence of students is the missing variable in the majority of TPD efforts. In this article, they present a framework for administrators, teacher leaders, and teachers to either evaluate or initiate TPD in relation to levels of physical student presence.
Updated: Jul. 08, 2018
Professional Development for Scaling Pedagogical Innovation in the Context of Game-Based Learning: Teacher Identity as Cornerstone in Shifting” Practice
This study examined how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. The findings indicate that preparing teachers to appropriate curricula innovations involves deeply personal transformations that intersect with the core of their professional identity. The teachers, who play the game, face dilemmas and conflicts in making professional and personal decisions. This study suggests that teacher professional development through reflective, reflexive guided appropriation is vital.
Updated: Jun. 13, 2018