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Section archive - Professional Development

Page 18/39 384 items
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171
The Impact of Disrupted and Disjointed Early Professional Development on Beginning Teachers
Authors: Fenwick Ashley, Weir Douglas
This longitudinal study considers beginning teachers’ perspectives relating to the challenges of finding and holding employment and of succeeding in their careers and classrooms. The participants were a group of student teachers who completed one-year Professional Graduate Diploma in Education (PGDE) in geography at the same Scottish university in 2005–2006. Three issues shaping new teacher identities within the current Scottish context have been identified: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring continuous and secure EPL.
Published: 2010
Updated: Apr. 18, 2012
172
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
Authors: Yoon Susan, Liu Lei, Goh Sao-Ee
This article reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity. The article explores the relationship between group characteristics and adaptation processes. The authors have used the core complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements.
Published: 2010
Updated: Feb. 13, 2012
173
From Preschool Teachers’ Professional Development to Children’s Knowledge: Comparing Sets
Authors: Tirosh Dina, Tsamir Pessia, Levenson Esther, Tabach Michal
This paper describes the professional development program Starting Right: Mathematics in Preschools. The article demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice.
Published: 2011
Updated: Feb. 06, 2012
174
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
Authors: Rushton Gregory T., Lotter Christine, Singer Jonathan
The purpose of this study was to examine the influence a yearlong inquiry professional development program had on chemistry teachers’ beliefs and use of inquiry-based teaching practices. The participants in this study were seven high school chemistry teachers who took part in a professional development program for science teachers. In conclusion, this PD program succeeded to change the ways teachers perceived their role in the classroom by the positive experiences in learning through an inquiry approach which engaged teachers to reconstruct their own chemistry content knowledge.
Published: 2011
Updated: Jan. 03, 2012
175
Still Motivated? The Motivation for Teaching during the Second Year in the Profession
Authors: Roness Dag
The current paper presents the findings from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The results indicate that teachers are motivated both by working with their subject matter and by teaching. However, this study reveals a high rate of attrition, with 40 percent having left the profession.
Published: 2011
Updated: Dec. 29, 2011
176
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
Authors: Kennedy Aileen
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Published: 2011
Updated: Dec. 29, 2011
177
The Lost Promise of Teacher Professional Development in England
Authors: Opfer V. Darleen, Pedder David G.
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Published: 2011
Updated: Dec. 07, 2011
178
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
Authors: Zhang Meilan, Lundeberg Mary, Koehler Matthew J., Eberhardt Jan
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Published: 2011
Updated: Dec. 06, 2011
179
The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
Authors: Opfer V. Darleen, Pedder David G., Lavicza Zsolt
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change. The results show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence on teacher learning change.
Published: 2011
Updated: Dec. 06, 2011
180
The Zone of Proximal Teacher Development
Authors: Warford Mark K.
This paper applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development synthesizes findings from Vygotskyan research into Western models of teacher education. The article recognizes and addresses the powerful influence of prior learning experiences and local teaching practices on candidates’ development.
Published: 2011
Updated: Nov. 17, 2011
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