Search results for: Brody David
Page 1/1 6 items
The present study explores teacher educators' talk about student learning (TASL) in community in order to understand its characteristics and functions for professional development of this distinct population. The findings revealed three genres of discourse: managing understanding, advisory talk, meta-analytic talk. The authors also found three functions: awareness of the connection between teaching and learning is one such function, promoting an inquiry stance, and developing awareness of teacher educators’ own learning.
Updated: Jul. 10, 2018
Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
This study explores patterns of professional development or non-development among novice and experienced teacher educators in a professional development community (PDC) focused on the infusion of thinking into college courses. The findings revealed three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. The authors conclude that these findings emphasize the importance of teacher educators’ years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform.
Updated: May. 23, 2016
The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators
The present study investigates the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Findings show that both breaking of isolation in the group and talk about student learning were essential in promoting individual progression toward change that entailed developing awareness of the possibility of infusing thinking into college-level teaching and the development of dispositions to do so in their courses.
Updated: Dec. 29, 2015
“Touch It Lightly”: Israeli Students’ Construction of Pedagogical Paradigms About an Emotionally Laden Topic
The purpose of this study is to examine the pedagogical paradigms that preservice teachers construct regarding the teaching of the Holocaust and the identification of trends in the development of these paradigms over their 3-year college program.The authors conclude that the findings reveal that preservice teachers actively engage in pedagogical content knowledge (PCK) relating to emotionally charged topics, and they heavily base their constructions on prior beliefs as well as the educational program to which they have been exposed.
Updated: Dec. 15, 2014
“I Speak Prose and I Now Know It.” Personal Development Trajectories among Teacher Educators in a Professional Development Community
The current study investigates trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. All teachers followed the same four staged trajectory though individuals were located at different points on the path.
Updated: Jul. 30, 2012
From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators
The current study describes a professional development project modeled on a professional development community. The project focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, and professional development with the adaptation of new teaching dispositions and a sense of efficacy.
Updated: Apr. 26, 2011