Section archive - Professional Development
Page 34/39 386 items
The article explores online follow up and peer interaction following a professional development task. School librarians worked on interventions a library program would undertake to address student weaknesses on state mandated test, and three online environments were compared. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the Only Solicited Follow-up/No Peer Interaction.
Updated: Nov. 05, 2008
This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Updated: Nov. 03, 2008
Professional Development for Information Communication Technology Integration: Identifying and Supporting a Community of Practice through Design-Based Research
Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such collaborative professional development. Principles for this research approach are discussed and address the membership of a CoP and teacher/researcher ownership of research goals and design.
Updated: Nov. 03, 2008
The article examined preserive teachers' successful video sketches. They were also interested how the participants wrote reflections, as a result of creating these sketches. Results showed that participants focused on video vignettes about themselves, and on technical aspects of teaching.
Updated: Oct. 29, 2008
Teachers are on the frontline of a changing society, but their teaching has not been appropriate for students who are prepared to solve problems, adapt, and think critically. The purpose of this article is to inform us that teachers need a community of learning in order to achieve professional development, and improve their teaching abilities.
Updated: Oct. 24, 2008
Educational action research was carried out between 2003 and 2006, focusing on developing high-school teachers' professional autonomy belonging to the scientific area in poor communes of the ninth Region de la Araucana, Chile. The research is contextualized in the Chilean educational reality and based on each of the stages of the action research cycles - planning, action, observation, and reflection. The educational processes towards developing teacher's autonomy that took place during the three years of the project are described here.
Updated: Oct. 06, 2008
The rationale for the use of Vygotskian framework is provided in the context of describing the various models of professional development. Within this theoretical framework, it is argued that concepts formulated by Vygotsky that are relevant to the education of students in school settings are also applicable to the professional growth of teachers in their work places.Various implications for effective professional development are presented by linking the developmental aspects of professional development and major tenets of Vygotsky's developmental theories.
Updated: Oct. 02, 2008
Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands
The Dutch have been studying competencies of teachers at secondary and higher education. The article describes the Dutch standards. Findings are that Dutch educators sharing the content in a professional dialogue with peer assessors or by asking teacher educators to write about authentic situations in which different competencies are integrated and related to one another. The development of the Dutch standard by the teacher educators themselves contributed to powerful feelings of ownership.
Updated: Sep. 11, 2008
Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education
A survey investigating the level of cultural understanding is examined in this article. The survey was administered to teachers in primary and secondary schools in an Australian regional city. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked.
Updated: Aug. 27, 2008
Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Updated: Jul. 30, 2008