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Sample records for model professional development

  1. Developing a Model for Continuous Professional Development by Action Research

    Science.gov (United States)

    Herbert, Susan; Rainford, Marcia

    2014-01-01

    This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…

  2. A Model of Teacher Professional Development to Support Technology Integration

    Science.gov (United States)

    Ehman, Lee; Bonk, Curt; Yamagata-Lynch, Lisa

    2005-01-01

    The purpose of this paper is to report on the professional development model of Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). This paper will situate the TICKIT model with past findings from professional development research, and provide researchers and practitioners facilitating future programs advice based…

  3. A Teacher Professional Development Model for Teaching Socioscientific Issues

    Science.gov (United States)

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  4. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    Science.gov (United States)

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  5. Developing an Implementing Teacher Directed Professional Development Model.

    Science.gov (United States)

    Baden, Donald J.

    Teacher directed inservice or professional development is one means of increasing teacher self improvement. However, unless the teacher motivation stems from an intrinsic desire to teach more effectively, the degree of professional growth will be minimal. For this reason it is imperative that a teacher directed inservice program depend on…

  6. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    Science.gov (United States)

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  7. Professional Development Schools: A Model for Preparing School Counselor Trainees

    Science.gov (United States)

    Brooks, Michael; Steen, Sam; Williams, Franklyn

    2009-01-01

    This article discusses a training model, based on The Education Trust, The American School Counselor Association, and The Holmes Partnership, consisting of school counselor trainees completing their clinical experiences in a Professional Development School. A case study demonstrating the role of the school counselor is presented along with…

  8. Transformative Professional Development: A Model for Urban Science Education Reform

    Science.gov (United States)

    Johnson, Carla C.; Marx, Sherry

    2009-04-01

    This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments.

  9. Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned

    Science.gov (United States)

    van der Flier-Keller, E.; Yore, L.

    2010-12-01

    From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring.

  10. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L. V.; Jones, A. J. P.; Farrell, W. M.

    2015-01-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  11. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L.; Jones, A. P.; Farrell, W. M.

    2015-12-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  12. Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

    Science.gov (United States)

    Foust, Gretchen E.; Goslee, Patricia A.

    2014-01-01

    The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of…

  13. Professional Development.

    Science.gov (United States)

    Swanson, Gordon I.; Jervis, Robert

    Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the eighth in a series describing current, successful career education practices. A successful career education program is dependent upon professional development. Based on this premise, the monograph: (1)…

  14. The Collaborative Apprenticeship Model: Situated Professional Development within School Settings

    Science.gov (United States)

    Glazer, Evan M.; Hannafin, Michael J.

    2006-01-01

    Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We…

  15. A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

    Science.gov (United States)

    Gabriel, Rachael

    2011-01-01

    In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…

  16. An interventional model to develop health professionals in West Africa.

    Science.gov (United States)

    Sanou, Anselme Simeon; Awoyale, Florence Adeola; Diallo, Abdoulaye

    2014-01-01

    The health sector is characterized by a human resource base lacking in numbers, specialized skills, and management skills. West African Health Organization (WAHO) recognizes the need within the West Africa sub-region for bilingual professionals who are skilled in public health, management, leadership, and information technology to build human capacity in public health and developed the Young Professionals Internship Program (YPIP). Our study explores the evolution of the programme. YPIP program has successfully carried out its original aims and objectives to equip young professionals with basic principles of public health, management, and leadership, acquire competence in a second official language (French, English, and Portuguese), information and communication technology. Contributing factors towards this successful evaluation included positive ratings and commentary from previous interns about the relevance, usefulness, and quality of the programme, encouraging feedback from WAHO management, trainers, administrators, and intern employers on the impact of the YPIP program on young professionals, supporting evidence that demonstrates increased knowledge in professional skills and language competency.

  17. The PKRC's Value as a Professional Development Model Validated

    Science.gov (United States)

    Larson, Dale

    2013-01-01

    After a brief review of the 4-H professional development standards, a new model for determining the value of continuing professional development is introduced and applied to the 4-H standards. The validity of the 4-H standards is affirmed. 4-H Extension professionals are encouraged to celebrate the strength of their standards and to engage the…

  18. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    Science.gov (United States)

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  19. Effects of Product-Based Technology Professional Development Model on P-8 Teachers

    Science.gov (United States)

    Ireh, Maduakolam

    2006-01-01

    A product-based professional development model has significantly improved the ability and willingness of P-8 teachers to use and integrate technology into instruction. This paper discusses the impacts this staff professional development model. The model was used to train 18 teachers to effectively use and integrate technology in their ESL…

  20. Developing professional skills at tertiary level: A model to integrate competencies across the curriculum

    OpenAIRE

    Sánchez Carracedo, Fermín; Soler Cervera, Antonia; López Álvarez, David; Martín Escofet, Carme; Ageno Pulido, Alicia; Belanche Muñoz, Luis Antonio; Cabré Garcia, José M.; Cobo Valeri, Erik; Farré Cirera, Rafael; García Almiñana, Jordi; Marès Martí, Pere

    2014-01-01

    In the context of the European Higher Education Area, curriculum design needs to be based on the defined competencies of each degree programs, including both domain specific and professional competencies. In this educational context, developing students’ professional skills poses a new challenge we need to face. The present work proposes a model to globally develop professional skills in an Engineering degree program. Based on competency maps, this model allows careful analysis, revision and ...

  1. Implementing a K-12 Train the Trainer Professional Development Model through the School Improvement Grant

    Science.gov (United States)

    Pollnow, Michele

    2012-01-01

    Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the…

  2. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    Science.gov (United States)

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  3. Connecting Practice & Research: A Shared Growth Professional Development Model

    Science.gov (United States)

    Lampi, Jodi P.; Dimino, Renee K.; Taylor, Judi Salsburg

    2015-01-01

    The authors write here that they fundamentally believe that developmental education is about social justice. Professionals in this field are not only responsible to implement evidence-based best practices but also to ensure access to higher education. To meet this need, it is imperative that practitioners turn, as a supportive team, to…

  4. The Identification of Effective Models for Developing Professional Learning Communities

    Science.gov (United States)

    Hardy Herard, Berretta

    2013-01-01

    The purpose of this quantitative descriptive study was to determine whether significant differences existed in the perceptions of elementary school teachers regarding the presence of the 5 dimensions of professional learning communities (PLCs) in Title I schools scoring above versus Title I schools scoring below the 55th percentile on state…

  5. Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

    Science.gov (United States)

    Khourey-Bowers, Claudia; Fenk, Christopher

    2009-10-01

    The purpose of this study was to explore the relationship between teachers’ ( N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.

  6. Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Nareerat Rakwichitkul

    2017-06-01

    Full Text Available Teacher professional development are the teachers’ learning process throughout their career stages to ensure that teachers have knowledge, skills and needed competencies for teaching among rapid changes in social, economic and technology which have the impact on learning and teaching. This article deals with the topics of the framework for teaching, teacher career stages and teacher professional development. The research findings related to teacher professional development, teacher professional development activities, suggestions for planning the professional development. Those research findings can be applied and implemented by the school principals, educational supervisors and other professional developers.

  7. Professional development model for science teachers based on scientific literacy

    Science.gov (United States)

    Rubini, B.; Ardianto, D.; Pursitasari, I. D.; Permana, I.

    2017-01-01

    Scientific literacy is considered as a benchmark of high and low quality of science education in a country. Teachers as a major component of learning at the forefront of building science literacy skills of students in the class. The primary purpose this study is development science teacher coaching model based on scientific literacy. In this article we describe about teacher science literacy and profile coaching model for science’ teachers based on scientific literacy which a part of study conducted in first year. The instrument used in this study consisted of tests, observation sheet, interview guides. The finding showed that problem of low scientific literacy is not only happen the students, but science’ teachers which is a major component in the learning process is still not satisfactory. Understanding science teacher is strongly associated with the background disciplinary. Science teacher was still weak when explaining scientific phenomena, mainly related to the material that relates to the concept of environmental. Coaching model generated from this study consisted of 8 stages by assuming the teacher is an independent learner, so the coaching is done with methods on and off, with time off for activities designed more.

  8. A professional development model for medical laboratory scientists working in the immunohematology laboratory.

    Science.gov (United States)

    Garza, Melinda N; Pulido, Lila A; Amerson, Megan; Ali, Faheem A; Greenhill, Brandy A; Griffin, Gary; Alvarez, Enrique; Whatley, Marsha; Hu, Peter C

    2012-01-01

    Transfusion medicine, a section of the Department of Laboratory Medicine at The University of Texas MD Anderson Cancer Center is committed to the education and advancement of its health care professionals. It is our belief that giving medical laboratory professionals a path for advancement leads to excellence and increases overall professionalism in the Immunohematology Laboratory. As a result of this strong commitment to excellence and professionalism, the Immunohematology laboratory has instituted a Professional Development Model (PDM) that aims to create Medical Laboratory Scientists (MLS) that are not only more knowledgeable, but are continually striving for excellence. In addition, these MLS are poised for advancement in their careers. The professional development model consists of four levels: Discovery, Application, Maturation, and Expert. The model was formulated to serve as a detailed path to the mastery of all process and methods in the Immunohematology Laboratory. Each level in the professional development model consists of tasks that optimize the laboratory workflow and allow for concurrent training. Completion of a level in the PDM is rewarded with financial incentive and further advancement in the field. The PDM for Medical Laboratory Scientists in the Immunohematology Laboratory fosters personal development, rewards growth and competency, and sets high standards for all services and skills provided. This model is a vital component of the Immunohematology Laboratory and aims to ensure the highest quality of care and standards in their testing. It is because of the success of this model and the robustness of its content that we hope other medical laboratories aim to reach the same level of excellence and professionalism, and adapt this model into their own environment.

  9. A Personality Dynamics Model for the Self-Evaluation Component of Personal and Professional Development.

    Science.gov (United States)

    Miller, Edith A.; Pascoe, Donna E.

    An evaluation model was designed to be a self-evaluation component to be used in conceptualizing and implementing personal and professional development plans. The personality dynamics model itself, beyond its theoretical bases, includes the following techniques to assist the individual in the self-evaluation process leading to plan development:…

  10. Health librarians: developing professional competence through a 'legitimate peripheral participation' model.

    Science.gov (United States)

    Clarke, Sara; Thomas, Zoe

    2011-12-01

    This feature considers the legitimate peripheral participation model in developing professional competencies in health librarianship. It is described how this model was used in the development of a framework for mapping and recognising the competencies gained by new health librarians at the Royal Free Hospital Medical Library. HS.

  11. The Development and Evaluation of a Professional Development Model to Build Meaningful and Effective IEPs for Transition-Aged Students

    Science.gov (United States)

    Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison

    2012-01-01

    The purpose of the study was to examine the potential efficacy of a professional development training model targeting IEP case managers of transition-age students. A training model was developed and a pilot study conducted to understand the promise of the model to improve the development of critical components within the IEP document that support…

  12. Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

    Science.gov (United States)

    Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

    2013-01-01

    Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

  13. INFORMATION MODELLING OF PROCESS OF ADOPTION OF ADMINISTRATIVE DECISIONS AT THE ORGANIZATION OF PROFESSIONAL DEVELOPMENT OF THE PERSONNEL

    Directory of Open Access Journals (Sweden)

    Yaroslav E. Prokushev

    2015-01-01

    Full Text Available The article is devoted to a problem of theorganization of professional developmentof personnel. The article is consideringtwo interconnected tasks. The fi rst task is: estimation of degree of need of professional development of the specifi c worker. The second task is: choice of the programof professional development. Functionalinformation models of procedures ofadoption of administrative decisions withinthese tasks are developed.

  14. The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

    Science.gov (United States)

    Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

    2012-01-01

    The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

  15. The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

    Science.gov (United States)

    Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

    2012-01-01

    The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

  16. A Competency-Based Model for Developing Human Resource Professionals

    Science.gov (United States)

    McEvoy, Glenn M.; Hayton, James C.; Warnick, Alan P.; Mumford, Troy V.; Hanks, Steven H.; Blahna, Mary Jo

    2005-01-01

    This article describes a framework for the design and implementation of a competency-based curriculum for graduate management education. The article also outlines how this model has been implemented at one university in the context of a graduate degree in human resource management. Among the significant challenges discussed are the identification…

  17. Modelling continuing professional development in an innovative context

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2001-01-01

    Being one step ahead of your competitors with incorporation of new knowledge in the products puts focus on the importance of human resources as a significant resource for industrial development. A major competitive parameter in knowledge society is engineering competence, especially in the industry...

  18. An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.

    Science.gov (United States)

    Felstead, Ian S; Springett, Kate

    2016-02-01

    Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. A professional development model for medical laboratory scientists working in the microbiology laboratory.

    Science.gov (United States)

    Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

    2012-01-01

    The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals.

  20. PROFESSIONAL EDUCATION QUALITY DEVELOPMENT AND ITS ASSESSMENT IN COMPETENCE-BASED MODEL OF LEARNING

    Directory of Open Access Journals (Sweden)

    Irina N. Emelyanova

    2015-01-01

    Full Text Available The paper deals with the problem of professional education assessment that has become more serious due to competence-based model of learning implementation in higher professional education. The purpose of the article is to reveal the contradictions occurred while implementing competence-based model of learning in higher professional education, and justify rationale for professional training improvement in accordance with professional and federal state educational standards. Methods. The methods involve: the comparative analysis – to study educational occupational standards and federal state educational standards on pedagogical education; and prognostic analysis – to study the analysis of development of a modern educational situation. Results. The basic problem aspects of education quality assessment of modern vocational training are formulated. The study has revealed the following contradictions: a in occupational and federal state educational standards; b in educational matters approaching the career conditions and occupational behaviour pattern development mechanism, and real-time correction of occupational behaviour pattern; c in main educational programs thematic structuring and meta-concreteness of competences content; d in education quality improvement requirements and lack of clear quality criteria; e in new teaching techniques and teachers’ readiness to work with them. The contradictions mentioned require some new resources for their adjustment. Scientific novelty. The research findings include a verification and explanation of the professional education idea and mechanism based on professional behaviour pattern and focused on gradual professional socialization. Some ways of professional education formation and quality improvement are suggested. They involve the mechanisms of coordination at all stages of professional training: occupational standards and educational standards development, main educational programmes and

  1. Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa

    Science.gov (United States)

    Kempen, M.; Steyn, G. M.

    2016-01-01

    A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school…

  2. Developing a Laboratory Model for the Professional Preparation of Future Science Teachers: A Situated Cognition Perspective

    Science.gov (United States)

    Sweeney, Aldrin E.; Paradis, Jeffrey A.

    2004-04-01

    Although laboratory activities are widely acknowledged as being fundamental to the teaching of science, many secondary science school teachers have limited knowledge of how to design and run effective teaching laboratories. Utilising a situated cognition theoretical framework, we discuss our collaborative efforts to develop a laboratory based model for the professional preparation of secondary level science teachers. Findings from the study suggest that the learning which occurs in the laboratory context may be transferred (with appropriate modifications) to the secondary science classroom. Implications also are presented for science teacher preparation, ongoing professional development, and further study.

  3. Professional Development Training Needs of Department Chairpersons: A Test of the Biglan Model.

    Science.gov (United States)

    Creswell, John W.; And Others

    1979-01-01

    This test of the Biglan model demonstrated that differences did exist on certain tasks for clusters of department chairpersons. The tasks identified for each cluster represent professional development needs common to all chairs in the cluster and different from the needs of chairs in the other clusters. (Author/IRT)

  4. The Transfer of Content Knowledge in a Cascade Model of Professional Development

    Science.gov (United States)

    Turner, Fay; Brownhill, Simon; Wilson, Elaine

    2017-01-01

    A cascade model of professional development presents a particular risk that "knowledge" promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers' and teachers' knowledge as it is transferred through the system is…

  5. Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

    Science.gov (United States)

    Sparrow, Len; Frid, Sandra

    2003-01-01

    This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations,…

  6. The Influence of Professional Development on Teachers' Implementation of the Teaching Personal and Social Responsibility Model

    Science.gov (United States)

    Lee, Okseon; Choi, Euichang

    2015-01-01

    The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

  7. Applying a Cognitive-Affective Model of Conceptual Change to Professional Development

    Science.gov (United States)

    Ebert, Ellen K.; Crippen, Kent J.

    2010-01-01

    This study evaluated Gregoire's (2003) Cognitive-Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project set in a large school district in the southwestern United States. A multiple case study method with data from three teacher…

  8. Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

    Science.gov (United States)

    Brand, Brenda R.; Moore, Sandra J.

    2011-01-01

    This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the…

  9. The Influence of Professional Development on Teachers' Implementation of the Teaching Personal and Social Responsibility Model

    Science.gov (United States)

    Lee, Okseon; Choi, Euichang

    2015-01-01

    The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

  10. PHOTON2: A web-based professional development model for photonics technology education

    Science.gov (United States)

    Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

    2004-10-01

    In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

  11. Evaluating professional development

    CERN Document Server

    Guskey, Thomas R

    2000-01-01

    This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

  12. Why Professional Development Matters

    Science.gov (United States)

    Mizell, Hayes

    2010-01-01

    Professional development refers to many types of educational experiences related to an individual's work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the job.…

  13. Experiential Professional Development: A Model for Meaningful and Long-Lasting Change in Classrooms

    Science.gov (United States)

    Burke, Brigid M.

    2013-01-01

    An experiential approach to professional development (EPD) allowed Spanish teachers opportunities to improve their practice through demonstration, observation, collaboration, fieldwork, and reflection. As result of "experiential" professional development, Burke (2012) found that teachers' knowledge about communicative language teaching…

  14. Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

    Science.gov (United States)

    Ruberg, L. F.; Calinger, M.

    2014-12-01

    The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science

  15. Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts

    Science.gov (United States)

    Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry

    2011-01-01

    This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school…

  16. The Multilayered Peer Coaching Model and the In-Service Professional Development of Tertiary EFL Teachers

    Science.gov (United States)

    Meng, Junyi; Tajaroensuk, Songphorn; Seepho, Sirinthorn

    2013-01-01

    The increasing need to learn English worldwide leads to the rapid development in the field of Teaching English as a Foreign Language (TEFL). Teachers in this profession are required to reach a much higher level of professionalism now, and their in-service professional development can be an effective approach to updating their professional learning…

  17. Personal professional development

    CSIR Research Space (South Africa)

    Rao, S

    2008-10-01

    Full Text Available Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways...

  18. Strategies for Teaching Regional Climate Modeling: Online Professional Development for Scientists and Decision Makers

    Science.gov (United States)

    Walton, P.; Yarker, M. B.; Mesquita, M. D. S.; Otto, F. E. L.

    2014-12-01

    There is a clear role for climate science in supporting decision making at a range of scales and in a range of contexts: from Global to local, from Policy to Industry. However, clear a role climate science can play, there is also a clear discrepancy in the understanding of how to use the science and associated tools (such as climate models). Despite there being a large body of literature on the science there is clearly a need to provide greater support in how to apply appropriately. However, access to high quality professional development courses can be problematic, due to geographic, financial and time constraints. In attempt to address this gap we independently developed two online professional courses that focused on helping participants use and apply two regional climate models, WRF and PRECIS. Both courses were designed to support participants' learning through tutor led programs that covered the basic climate scientific principles of regional climate modeling and how to apply model outputs. The fundamental differences between the two courses are: 1) the WRF modeling course expected participants to design their own research question that was then run on a version of the model, whereas 2) the PRECIS course concentrated on the principles of regional modeling and how the climate science informed the modeling process. The two courses were developed to utilise the cost and time management benefits associated with eLearning, with the recognition that this mode of teaching can also be accessed internationally, providing professional development courses in countries that may not be able to provide their own. The development teams saw it as critical that the courses reflected sound educational theory, to ensure that participants had the maximum opportunity to learn successfully. In particular, the role of reflection is central to both course structures to help participants make sense of the science in relation to their own situation. This paper details the different

  19. Developing a Professionalism Plan

    Directory of Open Access Journals (Sweden)

    Heather Pautler, PharmD

    2013-01-01

    Full Text Available Professionalism is a way of being which underlies all the responsibilities of a pharmacist and associated general and professional abilities. The Student Affairs Committee was charged with developing a college-wide professionalism plan to meet the Accreditation Council for Pharmacy Education (ACPE Standards 15.1 and 23. This plan was developed concurrently with a new curriculum. The plan was developed systematically with the following goals: 1 create a definition of professionalism, 2 determine outcomes of the plan, 3 identify existing components which should be continued and new components to be added, 4 ensure existing and new components are linked to outcomes and 5 develop a continuous assessment process for the plan. The proposed plan consists of curricular, co-curricular and extra-curricular activities designed to help students gain experience in three professionalism pillars: Competence, Connection and Character, as defined by Brown et al in “Taxonomy of Professionalism”. While knowledge and skills will be enhanced, the focus of development will be on student virtues, values and attitudes—that what they do defines who they are. The goal is to help students develop as people and professionals who value the high ideals expected of a pharmacist.

  20. Organization-based self-development prescriptive model for the promotion of professional development of Iranian clinical nurses.

    Science.gov (United States)

    Rahimaghaee, Flora; Nayeri, Nahid Dehghan; Mohammadi, Eesa; Salavati, Shahram

    2015-01-01

    Professional development is reiterated in the new definition of modern organizations as a serious undertaking of organizations. This article aims to present and describe a prescriptive model to increase the quality of professional development of Iranian nurses within an organization-based framework. This article is an outcome of the results of a study based on grounded theory describing how Iranian nurses develop. The present study adopted purposive sampling and the initial participants were experienced clinical nurses. Then, the study continued by theoretical sampling. The present study involved 21 participants. Data were mainly collected through interviews. Analysis began with open coding and continued with axial coding and selective coding. Trustworthiness was ensured by applying Lincoln and Guba criteria such as credibility, dependability, and conformability. Based on the data gathered in the study and a thorough review of related literature, a prescriptive model has been designed by use of the methodology of Walker and Avant (2005). In this model, the first main component is a three-part structure: Reformation to establish a value-assigning structure, a position for human resource management, and a job redesigning. The second component is certain of opportunities for organization-oriented development. These strategies are as follows: Raising the sensitivity of the organization toward development, goal setting and planning the development of human resources, and improving management practices. Through this model, clinical nurses' professional development can transform the profession from an individual, randomized activity into more planned and systematized services. This model can lead to a better quality of care.

  1. Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

    Science.gov (United States)

    Tofade, Toyin; Abate, Marie; Fu, Yunting

    2014-04-01

    To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

  2. Peer Coaching as a Model for Professional Development in the Elementary Mathematics Context: Challenges, Needs and Rewards

    Science.gov (United States)

    Jao, Limin

    2013-01-01

    As our knowledge about education continues to change, educators must refine and redefine their beliefs and teaching practices through professional development. In the peer coaching model of professional development, both participants have a chance to reflect on what they observe and on their own teaching practices. This reciprocal gain is one of…

  3. Structural-Functional Model of Designing Individual Educational Path of Teacher's Professional Development in Conditions of Information Educational Environment

    Science.gov (United States)

    Sharifzyanova, Kadriya Sh.; Shtreter, Juliya N.; Nauryzbayeva, Rahat N.

    2015-01-01

    Actuality of studied problem is due to constant modernization of teacher's professional development which depends on many factors and conditions aimed at identifying the reserve possibilities of professional qualified and competitive specialist. In this context, this article aims to develop structure the content of structural-functional model of…

  4. The cascade model of teachers’ continuing professional development in Kenya: A time for change?

    Directory of Open Access Journals (Sweden)

    Harry Kipkemoi Bett

    2016-12-01

    Full Text Available Kenya is one of the countries whose teachers the UNESCO (2015 report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.

  5. An investigation of a professional development model in science education: A systems approach

    Science.gov (United States)

    Bell, Glenda Love

    The Mathematics and Science Cooperative (MSEC), a four year longevity model of professional development education for in-service teachers, is closely aligned with the spirit and tenets of science for all. This partnership of a university, a school district, and a higher education coordinating board, seeks to promote and improve science and mathematics achievement for underserved and underrepresented populations. This study sought to explore how this model affects elementary in-service teachers' feelings of self-efficacy toward science and science teaching. Interactive Qualitative Research (IQR), a systems approach of natural inquiry, was used for this study. Theory is grounded in the data collected and analyzed through group processes. A core group of teachers, key teachers representing grades one through six and lead teachers the campus contact representatives, received professional development education from university professors in semi-monthly after school workshops and in a three week summer science institute held on-site. In this study, (N = 18) key and lead teachers participated in a focus group, a picture board exercise (a projective type exercise), interviews, and classroom observations. Within the system of the MSEC professional development model, cause and effect relationships among eleven phenomena were identified which had the greatest impact on the teachers' feelings of self-efficacy and science teaching practices. Changed teaching practices were indicated by inquiry-based science lessons with students as active learners. Five principles of self-efficacy: (1) efficacy; (2) goals setting; (3) values; (4) expectancy; and, (5) control beliefs were used to evaluate efficacy beliefs. Findings from the data collection and analysis identified two phenomena, the university instructional leadership role and teacher time commitments and time constraints, both internally and externally imposed, which seemed to have the greatest impact on elementary teachers

  6. 'Ike Wai Professional Development Model for Students and Post-docs

    Science.gov (United States)

    Bruno, B. C.

    2016-12-01

    'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more

  7. Evaluation of an integrative model for professional development and research in a dental curriculum.

    Science.gov (United States)

    Ditmyer, Marcia M; Mobley, Connie C; Davenport, William D

    2014-03-01

    The purpose of this project was to evaluate a Research, Professional Development, and Critical Thinking Integrative Model developed for use in a dental curriculum. This article outlines strategies used in developing a competency-based pedagogical model designed to provide a tailored student learning environment with objective, measurable, and calibrated assessment outcomes. The theoretical model integrated elements of critical thinking, professionalism, and evidence-based dentistry across dental school disciplines; implementation was based on consensus of dental faculty and student representatives about course content, faculty allocation, and curriculum alignment. Changes introduced included the following: 1) conversion and integration of previously siloed course content taught in Years 1 and 2 to sequential two-year combined courses; 2) reduction of course and content redundancies; 3) delivery of courses by teams of faculty members in biomedical, behavioral, and clinical sciences; and 4) reduction of total curriculum credit/contact hours from 13.5 (201 contact hours) to 5.0 (60 contact hours), allowing the Curriculum Committee to accommodate additional courses. These changes resulted in improvement in student satisfaction.

  8. A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Strycker, Lisa A.; Walden, Emily

    2016-01-01

    To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in…

  9. Application Strategies and Tips for Using the Nursing Professional Development Practice Model.

    Science.gov (United States)

    Cobb, Susan C

    In the past year since the 3rd edition of the Nursing Professional Development: Scope and Standards of Practice was released, many Nursing Professional Development departments across the nation have incorporated this foundational document into their practice. In this column, we continue to describe the activities of our colleagues to integrate the scope and standards into practice.

  10. On the Cutting Edge Professional Development Program - An effective model built from years of experience

    Science.gov (United States)

    Bruckner, M. Z.; Macdonald, H.; Beane, R. J.; Manduca, C. A.; Mcconnell, D. A.; Mogk, D. W.; Tewksbury, B. J.; Wiese, K.; Wysession, M. E.; Iverson, E. A. R.; Fox, S.

    2015-12-01

    The On the Cutting Edge (CE) program offers a successful model for designing and convening professional development events. Information about the model is now available on the CE website. The program model has evolved from more than 12 years of experience, building with input from strong leaders and participants. CE offers face-to-face, virtual, and hybrid events, and features a rich website that supports these professional development events as well as a growing community with a shared interest in effective geoscience teaching. Data from national surveys, participant feedback, and self-report data indicate the program's success in improving undergraduate geoscience education. Successes are also demonstrated in classroom observations using RTOP, indicating a significant difference in teaching style among participants and non-participants. A suite of web pages, with a planning timeline, provides guidance to those interested in designing and convening face-to-face or virtual events based on the CE model. The pages suggest ways to develop robust event goals and evaluation tools, how to choose strong leaders and recruit diverse participants, advice for designing effective event programs that utilize participant expertise, websites, and web tools, and suggestions for effectively disseminating event results and producing useful products. The CE model has been successfully transferred to projects that vary in scale and discipline. Best practices from the CE model include (1) thinking of the workshop as shared enterprise among conveners and participants; (2) incorporating conveners and participants who bring diverse viewpoints and approaches; (3) promoting structured discussions that utilize participants' expertise; (4) emphasizing practical strategies to effect change; and (5) using the website as a platform to prepare for the workshop, share ideas, and problem-solve challenges. Learn more about how to utilize this model for your project at:serc.carleton.edu/NAGTWorkshops/workshops/convene

  11. Searching for Professional Development

    Science.gov (United States)

    Ashbrook, Peggy

    2010-01-01

    It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

  12. Continuing professional development

    NARCIS (Netherlands)

    Collin, K.; Heijden, van der B.I.J.M.; Lewis, P.

    2012-01-01

    Continuing professional development (CPD), when provided formally, is something that is easy to recognize but perhaps rather more difficult to define. Theoretical and empirical controversy surrounds the scope and understanding of the concept. Definition is made more elusive by the different conceptu

  13. Professional Development in Law, Health Care, and Aging: A Model Fellowship Program.

    Science.gov (United States)

    Kapp, Marshall B.

    2000-01-01

    Argues there is a growing need for a core of professionals with the education and sensitivities necessary to integrate the fields of law, health care, and gerontology. Paper describes a professional development fellowship program which attempts to address this need by having recently graduated attorneys assess, on a firsthand level, provisions of…

  14. Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

    Science.gov (United States)

    Davis, Brian L.

    Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

  15. Statewide Professional Development Conference

    Directory of Open Access Journals (Sweden)

    Paul V. Bredeson

    2000-02-01

    Full Text Available In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessment—what it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

  16. Effectiveness and Utility of a Case-Based Model for Delivering Engineering Ethics Professional Development Units

    Directory of Open Access Journals (Sweden)

    Heidi Ann Hahn

    2015-04-01

    Full Text Available This article describes an action research project conducted at Los Alamos National Laboratory (LANL to resolve a problem with the ability of licensed and/or certified engineers to obtain the ethics-related professional development units or hours (PDUs or PDHs needed to maintain their credentials. Because of the recurring requirement and the static nature of the information, an initial, in-depth training followed by annually updated refresher training was proposed. A case model approach, with online delivery, was selected as the optimal pedagogical model for the refresher training. In the first two years, the only data that was collected was throughput and information retention. Response rates indicated that the approach was effective in helping licensed professional engineers obtain the needed PDUs. The rates of correct responses suggested that knowledge transfer regarding ethical reasoning had occurred in the initial training and had been retained in the refresher. In FY13, after completing the refresher, learners received a survey asking their opinion of the effectiveness and utility of the course, as well as their impressions of the case study format vs. the typical presentation format. Results indicate that the courses have been favorably received and that the case study method supports most of the pedagogical needs of adult learners as well as, if not better than, presentation-based instruction. Future plans for improvement are focused on identifying and evaluating methods for enriching online delivery of the engineering ethics cases.

  17. Implementing inquiry-based kits within a professional development school model

    Science.gov (United States)

    Jones, Mark Thomas

    2005-07-01

    Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the

  18. A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development

    Science.gov (United States)

    Lofthouse, Rachel; Flanagan, Jo; Wigley, Bibiana

    2016-01-01

    The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers…

  19. Career Mapping for Professional Development and Succession Planning.

    Science.gov (United States)

    Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

    Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

  20. Professional Academic Development through Professional Journal Dialogue

    Science.gov (United States)

    Ruth, Damian; Naidoo, Kogi

    2012-01-01

    This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…

  1. Developing a Model of Educators' Professional Training Special for Remote Areas through the Implementation of Lesson Study

    Science.gov (United States)

    Fauziyah, Nur; Uchtiawati, Sri

    2017-01-01

    This study is an R & D (Research and Development) project which has the main goal to develop appropriate model of professional training for remote areas in Indonesia. This research is important because there are still many teachers who teach subjects that are not in accordance with their educational background. These issues will not only…

  2. The Earth2Class Model for Professional Development to Implement the Next Generation Science Standards

    Science.gov (United States)

    Passow, M. J.; Assumpcao, C. M.; Baggio, F. D.; Hemming, S. R.; Goodwillie, A. M.; Brenner, C.

    2014-12-01

    Professional development for teachers involved in the implementation of the Next Generation Science Standards (NGSS) will require a multifaceted approach combining curriculum development, understanding the nature of science, applications of engineering and technology, integrating reading and writing, and other pedagogical components. The Earth2Class Workshops (E2C) at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) provides one model for creating effective training to meet the NGSS challenges. E2C has provided more than 135 workshops since 1998 that have brought together LDEO research scientists with classroom teachers and students from the New York metropolitan area and elsewhere. Each session provides teachers with the chance to learn first-hand about the wide range of investigations conducted at LDEO. This approach aligns strongly with the NGSS goals: mastery of the disciplinary core ideas, science and engineering practices, understanding the nature of science, and cross-cutting relationships. During workshops, participating teachers interact with scientists to gain understanding of what stimulated research questions, how scientists put together all the components of investigations, and ways in which results are disseminated. Networking among teachers often leads to developing lesson plans based on the science, as well as support for professional growth not always possible within the school setting. Through the E2C website www.earth2class.org, teachers and students not able to attend the live workshops can access archival versions of the sessions. The website also provides a wide variety of educational resources. These have proved to be valuable on a national basis, as evidenced by an average of more than 300,000 hits per month from thousands of site visitors. Participating researchers have found E2C to be an effective approach to provide broader outreach of their results. During the next couple of years, the E2C program will expand to provide

  3. Excellence in Rural Science Teaching: Examining Elements of Professional Development Models.

    Science.gov (United States)

    Gerber, Brian L.; Price, Catherine; Barnes, Marianne; Hinkle, Verilette; Barnes, Lehman; Gordon, Patricia; Stanley, Laurel

    This paper introduces the Learning through Inquiry Science and Technology (LIST) program conceived in 1997 as a professional development program to familiarize science teachers with inquiry-based science instruction, instructional technology integration, and alternative assessment techniques in order to change their traditional teacher-centered…

  4. Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science

    Science.gov (United States)

    Heller, Joan I.; Daehler, Kirsten R.; Wong, Nicole; Shinohara, Mayumi; Miratrix, Luke W.

    2012-01-01

    To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers…

  5. Professional Development by e-learning: examples of effective remote internship models.

    NARCIS (Netherlands)

    Lansu, Angelique; Löhr, Ansje; Van Dorp, Kees-Jan

    2010-01-01

    In today’s (networked) business environment, more and more collaboration takes place through virtual platforms and tools, be it proprietary or open source Web 2.0. For students to experience the practice of virtual cooperation, the development of professional skills and ICT competence by working in

  6. Professional Development by e-learning: examples of effective remote internship models.

    NARCIS (Netherlands)

    Lansu, Angelique; Löhr, Ansje; Van Dorp, Kees-Jan

    2010-01-01

    In today’s (networked) business environment, more and more collaboration takes place through virtual platforms and tools, be it proprietary or open source Web 2.0. For students to experience the practice of virtual cooperation, the development of professional skills and ICT competence by working in

  7. Integrating Professional Development Content and Formative Assessment with the Coaching Process: The Texas School Ready Model

    Science.gov (United States)

    Crawford, April; Zucker, Tricia; Van Horne, Bethanie; Landry, Susan

    2017-01-01

    Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based…

  8. A Year-Round Professional Development Model for World Language Educators

    Science.gov (United States)

    Steele, Tracy M.; Peterson, Margaret D.; Silva, Duarte M.; Padilla, Amado M.

    2009-01-01

    The Bay Area Foreign Language Program (BAFLP), one of nine regional sites of the California Foreign Language Project, offers ongoing, year-round professional development programs for world language educators. In addition, its leadership program prepares selected educators to assume leadership positions at their school sites, building capacity for…

  9. A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education

    Science.gov (United States)

    Donna, Joel D.

    2012-01-01

    Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can…

  10. Soccer Endurance Development in Professionals

    NARCIS (Netherlands)

    Roescher, C. R.; Elferink-Gemser, M. T.; Huijgen, B. C. H.; Visscher, C.

    2010-01-01

    The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In t

  11. Soccer Endurance Development in Professionals

    NARCIS (Netherlands)

    Roescher, C. R.; Elferink-Gemser, M. T.; Huijgen, B. C. H.; Visscher, C.

    The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In

  12. School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers

    Science.gov (United States)

    Bebas, Christina

    2016-01-01

    The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and…

  13. Teachers Learning to Use the iPad in Scotland and Wales: A New Model of Professional Development

    Science.gov (United States)

    Beauchamp, Gary; Burden, Kevin; Abbinett, Emily

    2015-01-01

    In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by "experts" conducted in formal settings such as the school. Since…

  14. Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model

    Science.gov (United States)

    Hardin, Belinda J.; Lower, Joanna K.; Smallwood, Gretchen Robinson; Chakravarthi, Swetha; Li, Linlin; Jordan, Carol

    2010-01-01

    The purpose of the "Teachers, Families, and Communities Supporting English Language Learners" (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional…

  15. Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood

    Science.gov (United States)

    Christ, Tanya; Wang, X. Christine

    2013-01-01

    This study explored whether or not, and how, an on-site and research-teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and…

  16. Research-design model for professional development of teachers: Designing lessons with physics education research

    Directory of Open Access Journals (Sweden)

    Esther Bagno

    2006-09-01

    Full Text Available How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER and provide them with capabilities to use it? How can one enrich teachers’ physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional development model that attempts to respond to these needs. We report on a study of the model’s implementation in a program for 22 high-school experienced physics teachers. In this program teachers (in teams of 5-6 developed during a year and a half (about 330 h , several lessons (minimodules dealing with a topic identified as problematic by PER. The teachers employed a systematic research-based approach and used PER findings. The program consisted of three stages, each culminating with a miniconference: 1. Defining teaching and/or learning goals based on content analysis and diagnosis of students’ prior knowledge. 2. Designing the lessons using PER-based instructional strategies. 3. Performing a small-scale research study that accompanies the development process and publishing the results. We describe a case study of one of the groups and bring evidence that demonstrates how the workshop advanced: (a Teachers’ awareness of deficiencies in their own knowledge of physics and pedagogy, and their perceptions about their students’ knowledge; (b teachers’ knowledge of physics and physics pedagogy; (c a systematic research-based approach to the design of lessons; (d the formation of a community of practice; and (e acquaintance with central findings of PER. There was a clear effect on teachers’ practice in the context of the study as indicated by the materials brought to the workshop. The teachers also reported that they continued to use the insights gained, mainly in the topics that were investigated by themselves and by their peers.

  17. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    professional practice. There is too little transfer from the training programs to application in the workplace. Based on Danish research the relation between school and professional work, between scholastic knowledge and practical knowledge, is analyzed. Guideline for a new and more efficient curricula......The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...

  18. Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

    Directory of Open Access Journals (Sweden)

    Joyce Yukawa

    2009-06-01

    Full Text Available Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative.Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes

  19. Future focus for professional development.

    Science.gov (United States)

    Roberts, Nicole K; Coplit, Lisa D

    2013-01-01

    Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success.

  20. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2016-08-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  1. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  2. Developing Socio-Political Active Teachers: A Model for Teacher Professional Development

    Science.gov (United States)

    Cadiero-Kaplan, Karen; Billings, Elsa S.

    2008-01-01

    Presently in the United States there are 4.4 million English language learners (ELLs) in public schools, with California public schools being home to more than 40% of these students (Rumberger & Gandara, 2004). Research indicates that it takes an individual up to seven years to fully develop a second language (Collier, 1987; Krashen, 1994).…

  3. A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings

    Science.gov (United States)

    Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby

    2009-01-01

    This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…

  4. Observation Tools for Professional Development

    Science.gov (United States)

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  5. Exploring a Model of Situated Professional Development: Impact on Classroom Practice

    Science.gov (United States)

    Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry

    2011-04-01

    A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.

  6. Learning to Lead School Turnaround: The Mississippi LEADS Professional Development Model

    Directory of Open Access Journals (Sweden)

    Matthew Clifford

    2013-03-01

    Full Text Available The focus of this paper is on a systematic principal professional development program called “Mississippi LEADS,” which is designed to provide current school principals the technical and practical knowledge that they need to enact comprehensive school turnaround efforts. The Mississippi LEADS professional development program is a year-long training experience that includes executive coaching and establishes a state-wide and district-wide professional support system for principals. The goal of Mississippi LEADS is to turnaround chronically low performing schools by investing in leadership development, rather than replacing the school principal. Although many turnaround efforts begin by replacing principals, Mississippi LEADS administrators view principal replacement as impractical for many rural, impoverished school districts that face educator recruitment challenges. The Mississippi LEADS program theory of action is discussed, which includes formalized classroom work, enactment of ambitious school improvement plans, one-on-one executive coaching, and data monitoring. Early data from the evaluation study indicates that Mississippi LEADS is having expected impacts.

  7. Professional Development: Substance or Fad?

    Science.gov (United States)

    Smith, H. Stuart, Jr.

    1979-01-01

    Discusses three issues that may weaken the professional development movement in higher education: overemphasis on teaching methodology in faculty development, administrative apathy towards the programs, and the lack of a philosophic framework upon which to develop the programs. (AYC)

  8. The Arctic Climate Modeling Program: K-12 Geoscience Professional Development for Rural Educators

    Science.gov (United States)

    Bertram, K. B.

    2009-12-01

    Helping teachers and students connect with scientists is the heart of the Arctic Climate Modeling Program (ACMP), funded from 2005-09 by the National Science Foundation’s Innovative Technology Experience for Students and Teachers. ACMP offered progressive yearlong science, technology and math (STM) professional development that prepared teachers to train youth in workforce technologies used in Arctic research. ACMP was created for the Bering Strait School District, a geographically isolated area with low standardized test scores, high dropout rates, and poverty. Scientists from around the globe have converged in this region and other areas of the Arctic to observe and measure changes in climate that are significant, accelerating, and unlike any in recorded history. Climate literacy (the ability to understand Earth system science and to make scientifically informed decisions about climate changes) has become essential for this population. Program resources were designed in collaboration with scientists to mimic the processes used to study Arctic climate. Because the Bering Strait School District serves a 98 percent Alaska Native student population, ACMP focused on best practices shown to increase the success of minority students. Significant research indicates that Alaska Native students succeed academically at higher rates when instruction addresses topics of local interest, links education to the students’ physical and cultural environment, uses local knowledge and culture in the curriculum, and incorporates hands-on, inquiry-based lessons in the classroom. A seven-partner consortium of research institutes and Alaska Native corporations created ACMP to help teachers understand their role in nurturing STM talent and motivating students to explore geoscience careers. Research underscores the importance of increasing school emphasis in content areas, such as climate, that facilitate global awareness and civic responsibility, and that foster critical thinking and

  9. Designing Professional Development That Works.

    Science.gov (United States)

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  10. Online Professional Development: A Primer

    Science.gov (United States)

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

  11. Examining the Relationship between Teachers' Attitudes and Motivation toward Web-Based Professional Development: A Structural Equation Modeling Approach

    Science.gov (United States)

    Chien, Hui-Min; Kao, Chia-Pin; Yeh, I-Jan; Lin, Kuen-Yi

    2012-01-01

    This study was conducted to investigate elementary school teachers' attitudes and motivation toward web-based professional development. The relationship between teachers' attitudes and motivation was explored using the AWPD (Attitudes toward Web-based Professional Development) and MWPD (Motivation toward Web-based Professional Development)…

  12. Developing translational medicine professionals: the Marie Skłodowska-Curie action model.

    Science.gov (United States)

    Petrelli, Alessandra; Prakken, Berent J; Rosenblum, Norman D

    2016-11-29

    End goal of translational medicine is to combine disciplines and expertise to eventually promote improvement of the global healthcare system by delivering effective therapies to individuals and society. Well-trained experts of the translational medicine process endowed with profound knowledge of biomedical technology, ethical and clinical issues, as well as leadership and teamwork abilities are essential for the effective development of tangible therapeutic products for patients. In this article we focus on education and, in particular, we discuss how programs providing training on the broad spectrum of the translational medicine continuum have still a limited degree of diffusion and do not provide professional support and mentorship in the long-term, resulting in the lack of well established professionals of translational medicine (TMPs) in the scientific community. Here, we describe the Marie Skłodowska-Curie Actions program ITN-EUtrain (EUropean Translational tRaining for Autoimmunity & Immune manipulation Network) where training on the Translational Medicine machinery was integrated with education on professional and personal skills, mentoring, and a long-lasting network of TMPs.

  13. Definition of Professional Development

    Science.gov (United States)

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  14. An Evaluation of the Developmental Designs Approach and Professional Development Model on Classroom Management in 22 Middle Schools in a Large, Midwestern School District

    Science.gov (United States)

    Hough, David L.

    2011-01-01

    This study presents findings from an evaluation of the Developmental Designs classroom management approach and professional development model during its first year of implementation across 22 middle schools in a large, Midwestern school district. The impact of this professional development model on teaching and learning as related to participants'…

  15. Teaching quality improvement in Tanzania: a model of inter-professional partnership for global health development

    Directory of Open Access Journals (Sweden)

    John Kvasnicka

    2017-01-01

    Full Text Available Background: Education is a universal need in health care and a tool for quality improvement. We developed a two-day medical education conference in Iringa, Tanzania, that has now evolved to teach the basics of quality improvement to an inter-professional audience from the 28 hospitals in the southern zone of the Tanzania Christian Social Services Commission (CSSC. Methods: We describe the planning, budget, implementation, evolution and evaluation of this on-going medical education conference. Representatives from medicine, nursing, pharmacy and administration from all 28 hospitals were invited to attend. Attendees evaluated the conference and individual lectures on a 5 point scale. In addition, attendees were asked to rate the most important learning aspect of the conference. Results: Over 100 Tanzanian health professionals and administrators from the 28 hospitals in the southern zone of the CSSC attended. Evaluation forms were completed by 82 attendees. The 2016 conference received an overall rating of 4.0 on a 5 point scale. The individual lectures received an overall rating of 4.2 on a 5 point scale. Quality improvement techniques and co-leadership topics were rated as most useful by attendees. Conclusion: We provide a framework for developing a medical education conference that can be replicated in other settings. Teaching the basics of quality improvement by having hospital leadership teams develop individual quality improvement projects is a highly useful method of instruction.

  16. Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

    Science.gov (United States)

    Musikul, Kusalin

    The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study

  17. PROFESSIONAL DEVELOPMENT THROUGH TEACHING PORTFOLIO

    Directory of Open Access Journals (Sweden)

    Sri Widayati

    2016-02-01

    Full Text Available This article argues that teachers as professionals should be aware of the importance of profes­sional development since professional development is a key tool that keeps teachers abreast of current issues in education, helps them implement innovation, and refines their practice. Reflective practice, one of which is compiling teaching portfolio, could be the basis for professional development. By as­sembling the teaching portfolio teachers can reflect on their past and plan for their future action. Teach­ing portfolio could be assembled for the purpose of promotion or self assessment.

  18. The Development of Professional Learning Community in Primary Schools

    Science.gov (United States)

    Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

    2015-01-01

    The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

  19. Towards Constructivist Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    V. J. Pitsoe

    2012-01-01

    Full Text Available Problem statement: In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in South Africa. Approach: Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. The introduction of the National Curriculum Statement (NCS Policy requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. Results: The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. Conclusion: In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviorist approach to a holistic world-view (constructivist and situational or contextual approach of teacher professional development.

  20. Twitter and Physics Professional Development

    Science.gov (United States)

    Nadji, Taoufik

    2016-11-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

  1. Continuing Professional Development: Best Practices

    Science.gov (United States)

    Filipe, Helena P.; Silva, Eduardo D.; Stulting, Andries A.; Golnik, Karl C.

    2014-01-01

    Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed. PMID:24791104

  2. Predictors of Professional Identity Development for Student Affairs Professionals

    Science.gov (United States)

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  3. Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

    Science.gov (United States)

    Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

    2013-01-01

    Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based…

  4. Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

    Science.gov (United States)

    Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

    2013-01-01

    Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based…

  5. Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model.

    Science.gov (United States)

    Pascal, Maureen Romanow; Mann, Monika; Dunleavy, Kim; Chevan, Julia; Kirenga, Liliane; Nuhu, Assuman

    2017-01-01

    This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. The LI can serve as a model to develop leadership skills and spur professional

  6. The research dynamic: a professional development model for secondary school science teachers.

    Science.gov (United States)

    Silverman, Philip M

    2009-01-01

    This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness.

  7. Efficacy development in science: Investigating the effects of the Teacher-to-Teacher (T2T) professional development model in Hilo elementary schools

    Science.gov (United States)

    Pinner, Pascale Creek

    Conderman and Sheldon Woods (2008) suggest that although science plays a central role in our world today, science instruction seems to be minimized particularly at the elementary grade levels. Research has investigated the construct of efficacy (Bandura, 1977, 2006a; Riggs & Enochs, 1990; Ramey-Gassert, Shroyer & Staver, 1996; Tschannen-Moran, Hoy & Hoy, 1998, 2001). Professional and conceptual development in teachers has also been explored (Gordon, 1990; Sheerer, 1997; Skaalvik & Skaalvik, 2007). The purpose of this research was to describe the changes in efficacy elementary teachers experience as they participated in science professional development. Data from a Math/Science Partnership (MSP) grant sample suggested significant changes in science self-efficacy and improved pedagogy. Mixed methods revealed connections resulting in a multi-faceted Progression of Efficacy Growth flowchart. The results suggest that utilizing the Teacher-to-Teacher (T2T) professional development model has created a pathway for more science teaching across the Hilo elementary schools.

  8. Using the Principles of Differentiated Instruction to Improve Professional Development

    Science.gov (United States)

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  9. Professional mobile application development

    CERN Document Server

    McWherter, Jeff

    2012-01-01

    Create applications for all major smartphone platforms Creating applications for the myriad versions and varieties of mobile phone platforms on the market can be daunting to even the most seasoned developer. This authoritative guide is written in such as way that it takes your existing skills and experience and uses that background as a solid foundation for developing applications that cross over between platforms, thereby freeing you from having to learn a new platform from scratch each time. Concise explanations walk you through the tools and patterns for developing for all the mobile platfo

  10. Professional Sitecore Development

    CERN Document Server

    West, John

    2012-01-01

    The first book on the shelf to cover Sitecore development Sitecore is the leading provider of .NET CMS software and, as such, helps businesses increase revenue and decrease costs. This authoritative guide walks you through the process of creating a Sitecore web site. You'll discover how to handle the initial installation, take a look at the .Net development process, learn how to use the APIs, and finally deploy the site. Using a linear approach, this book guides you through the entire Sitecore process from start to finish. Introduces you to the process of creating a Sitecore web site so you ca

  11. Professional Tizen application development

    CERN Document Server

    Jaygarl, HoJun; Kim, YoonSoo; Choi, Eunyoung; Bradwick, Kevin; Lansdell

    2014-01-01

    Create powerful, marketable applications with Tizen for the smartphone and beyond  Tizen is the only platform designed for multiple device categories that is HTML5-centric and entirely open source. Written by experts in the field, this comprehensive guide includes chapters on both web and native application development, covering subjects such as location and social features, advanced UIs, animations, sensors and multimedia. This book is a comprehensive resource for learning how to develop Tizen web and native applications that are polished, bug-free and ready to sell on a range of smart dev

  12. Professional Development to Promote Teacher Adaptability

    Science.gov (United States)

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  13. Impermeable boundaries? Developments in professional and inter-professional practice.

    Science.gov (United States)

    Cameron, Ailsa

    2011-01-01

    The nature of the professional task in welfare services is constantly changing. These changes are not confined to Britain but are widespread across the developed world and include initiatives to develop new professional roles and redesign existing services. Central to these initiatives is an assumption that the professions, and the individual professionals involved, will be willing and able to adapt their professional practice. The challenges inevitably posed by these developments appear to have been played down, particularly in respect of the role played by the boundaries between professions. This article considers the nature of boundaries before exploring these service developments as a means to highlight the issues they raise. The article contends that for these developments to work we need to move beyond the current focus on the role of education, training and regulation which structure professional boundaries to appreciate the 'human and social aspects' of these changes in order to understand how individual professionals perceive and experience the boundaries between professional groups.

  14. Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

    Science.gov (United States)

    Seemiller, Corey; Priest, Kerry L.

    2017-01-01

    There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

  15. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    Science.gov (United States)

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  16. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    Science.gov (United States)

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  17. Professional Android 4 Application Development

    CERN Document Server

    Meier, Reto

    2012-01-01

    Developers, build mobile Android apps using Android 4 The fast-growing popularity of Android smartphones and tablets creates a huge opportunities for developers. If you're an experienced developer, you can start creating robust mobile Android apps right away with this professional guide to Android 4 application development. Written by one of Google's lead Android developer advocates, this practical book walks you through a series of hands-on projects that illustrate the features of the Android SDK. That includes all the new APIs introduced in Android 3 and 4, including building for tablets, u

  18. K-12 Teacher Professional Development

    Science.gov (United States)

    Hemenway, Mary Kay

    2013-06-01

    For many school subjects, teachers enlist in professional development activities to fulfill certification requirements to update themselves on recent developments in their field. For astronomy, in addition to certification, many teachers need to acquire basic knowledge and skills since their background is often deficient. Thus, a main goal of professional development workshops is to enhance the knowledge base of the participants. But their needs go beyond what can be acquired in a book or lecture. In response to guidelines of the National Science Education Standards (1996), the participants should actively investigate phenomena and interpret results, be introduced to resources that expand their knowledge, build on their current understanding, and incorporate reflection on the process and outcomes of understanding science through inquiry. Examples of how these elements are incorporated into workshops that emphasize activities and teacher-to-teacher interaction over lecture are offered in this presentation. Setting realistic goals for workshops of different lengths (from one day to one month) and evaluating the results are also components of teacher professional development.

  19. Medical professionalism development of oliver R. Avison.

    Science.gov (United States)

    Ryue, Sook-Hee; Yang, Eun Bae

    2009-06-01

    How does professionalism develop while becoming a great doctor? This study based on the life of Avison, a great doctor, aims to identify the developmental features of an excellence and professionally ethical doctor. We chose Oliver R. Avison, who founded the first modern hospital and medical school in Korea, now known as Severance Hospital and Yonsei University College of Medicine. Sixteen pivotal events in Avison's life were extracted, based on 2 standards: self-memory and strong feeling. Further we analyzed Avison' life using a professional development analysis model. Oliver Avison's medical professionalism development was divided into 4 periods: 'Motivating in Medicine period', 'Medical Training period', 'Medical Doctor period', and 'Medical Educating period'. A hallmark of Oliver Avison's medical professionalism development was the growth of motivation and social responsibility, medical knowledge, medical creativity, intra-personal intelligence, and relationship forming abilities. To excel in medicine, a medical student should be encouraged to understand his unique intellectual potentials and interest as a medical worker, and try to understand problems in the established domain and field of medicine, to develop new medical symbol systems, and climates.

  20. NASA's Student Airborne Research Program as a model for effective professional development experience in Oceanography

    Science.gov (United States)

    Palacios, S. L.; Kudela, R. M.; Clinton, N. E.; Atkins, N.; Austerberry, D.; Johnson, M.; McGonigle, J.; McIntosh, K.; O'Shea, J. J.; Shirshikova, Z.; Singer, N.; Snow, A.; Woods, R.; Schaller, E.; Shetter, R. E.

    2011-12-01

    With over half of the current earth and space science workforce expected to retire within the next 15 years, NASA has responded by cultivating young minds through programs such as the Student Airborne Research Program (SARP). SARP is a competitive internship that introduces upper-level undergraduates and early graduate students to Earth System Science research and NASA's Airborne Science Program. The program serves as a model for recruitment of very high caliber students into the scientific workforce. Its uniqueness derives from total vertical integration of hands-on experience at every stage of airborne science: aircraft instrumentation, flight planning, mission participation, field-work, analysis, and reporting of results in a competitive environment. At the conclusion of the program, students presented their work to NASA administrators, faculty, mentors, and the other participants with the incentive of being selected as best talk and earning a trip to the fall AGU meeting to present their work at the NASA booth. We hope lessons learned can inform the decisions of scientists at the highest levels seeking to broaden the appeal of research. In 2011, SARP was divided into three disciplinary themes: Oceanography, Land Use, and Atmospheric Chemistry. Each research group was mentored by an upper-level graduate student who was supervised by an expert faculty member. A coordinator managed the program and was supervised by a senior research scientist/administrator. The program is a model of knowledge transfer among the several levels of research: agency administration to the program coordinator, established scientific experts to the research mentors, and the research mentors to the pre-career student participants. The outcomes from this program include mission planning and institutional knowledge transfer from administrators and expert scientists to the coordinator and research mentors; personnel and project management from the coordinator and expert scientists to the

  1. Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice

    Directory of Open Access Journals (Sweden)

    Thomas A. Stewart

    2014-02-01

    Full Text Available This study supports the work of Black and Wiliam (1998, who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a “poverty of practice” among teachers, in that few fully understood how to implement classroom formative assessment. This qualitative case study examined a series of voluntary workshops offered at one middle school designed to address this poverty of practice. Data were gathered via semi-structured interviews. These research questions framed the study: (1 What role did a professional learning community structure play in shaping workshop participants’ perceived effectiveness of a voluntary formative assessment initiative? (2 How did this initiative affect workshop participants’ perceptions of their knowledge of formative assessment and differentiation strategies? (3 How did it affect workshop participants’ perceptions of their abilities to teach others about formative assessment and differentiated instruction? (4 How did it affect school-wide use of classroom-level strategies? Results indicated that teacher workshop participants experienced a growth in their capacity to use and teach others various formative assessment strategies, and even non-participating teachers reported greater use of formative assessment in their own instruction. Workshop participants and non-participating teachers perceived little growth in the area of differentiation of instruction, which contradicted some administrator perceptions.

  2. Communities of practice as a professional and organizational development strategy in local public health organizations in Quebec, Canada: an evaluation model.

    Science.gov (United States)

    Richard, Lucie; Chiocchio, François; Essiembre, Hélène; Tremblay, Marie-Claude; Lamy, Geneviève; Champagne, François; Beaudet, Nicole

    2014-02-01

    Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education. Though the approach has elicited keen interest, knowledge pertaining to its conceptual underpinnings is still limited, thus hindering proper assessment of CoPs' effects and the processes generating the latter. To address this shortcoming, this paper presents a conceptual model that was developed to evaluate an initiative based on a CoP strategy: Health Promotion Laboratories are a professional development intervention that was implemented in local public health organizations in Montreal (Quebec, Canada). The model is based on latest theories on work-group effectiveness and organizational learning and can be usefully adopted by evaluators who are increasingly called upon to illuminate decision-making about CoPs. Ultimately, validation of this conceptual model will help advance knowledge and practice pertaining to CoPs as well as professional and organizational development strategies in public health.

  3. Measuring Professional Identity Development among Counselor Trainees

    Science.gov (United States)

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

    This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

  4. The Research Dynamic: A Professional Development Model for Secondary School Science Teachers

    OpenAIRE

    Silverman, Philip M.

    2009-01-01

    This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of high...

  5. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    Science.gov (United States)

    Kreamer, Sherry Maureen

    significant of these was isolation. In addition, multiple and diverse patterns of connectivity which cut across all six of the previous dimensions and changed with time were identified. These were: (1) Mentors' reflection on their practice, and (2) Mentors' focus and self-view which connected them to their interns and their practice. The theory generated from this study is: Mentor teachers' professional development is mediated by interns in the context of a science PDS. The three supporting assertions for this theory are: (1) Mentors' reflection, focus and self-view influenced the extent of their professional development, (2) The PDS partnership mentor/intern pair successfully negotiated and collaborated, but in isolation, and (3) Mentor/intern pairs developed models of teaching science through inquiry. This study's finding were used as a basis of recommendations for research and practice.

  6. Planning Considerations for Afterschool Professional Development

    Science.gov (United States)

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  7. professional development through informal learning' : workshop

    NARCIS (Netherlands)

    Kools, Quinta

    2013-01-01

    professional development through informal learning In planning professional development for teachers or teacher educators, very often a formal course or training is offered. There is a lack of attention for the fact that a lot of professional development takes place at work through so-called workpl

  8. Developing a Laboratory Model for the Professional Preparation of Future Science Teachers: A Situated Cognition Perspective

    Science.gov (United States)

    Sweeney, Aldrin E.; Paradis, Jeffrey A.

    2004-01-01

    Although laboratory activities are widely acknowledged as being fundamental to the teaching of science, many secondary science school teachers have limited knowledge of how to design and run effective teaching laboratories. Utilising a situated cognition theoretical framework, we discuss our collaborative efforts to develop a laboratory based…

  9. PSYCHOLINGUISTIC MODEL OF PROFESSIONAL SELF-DETERMINATION OF IDENTITY

    Directory of Open Access Journals (Sweden)

    Myskin Sergey Vladimirovich

    2014-11-01

    Full Text Available The article reveals psycholinguistic aspects of professional socialization of identity in the modern market conditions. The relevance of this study is determined by the growth of professional speech works, regulatory and guide professional activities and professional communication of the modern expert. Professional self-determination of linguistic identity is characterized as a result of the orientation of a person in the world of labour represented by professional texts. From the psycholinguistic viewpoint, the orientation of linguistic identity is based on language and speech types of relationships between a specialist and the environment. In order to develop a more comprehensive picture of psycholinguistic aspects of language socialization of the personality in the labour world the article described the psycholinguistic model of professional self-determination of linguistic identity, including linguistic, stylistic and interiorization stages that reveal patterns of perception and reproduction of professional texts by a person. The author characterizes the categories which create the mentioned model. Professional self-determination of linguistic identity is revealed through the image of professional world, generated in the process of professional texts perception. Professional texts are characterized as totality of social developed ways of handling items of work and techniques of professional communication expressed in speech. The style of professional speech work is expressed by means of stylistic elements unity, selection principles and combination of professional speech forms. "The image of the author" in professional texts is revealed in its connection with the characters-professionals, relevant speech tools and techniques in different situations.

  10. [Subtainable health promotion via organisational development--a model project for teachers in professional training schools].

    Science.gov (United States)

    Schumacher, L; Nieskens, B; Bräuer, H; Sieland, B

    2005-02-01

    The goal of this project is the development, implementation and evaluation of a concept designed for sustainable health promotion among occupational and trade school teachers. We assume that for sustainable health promotion -- along with a behavioral prevention program -- a change is necessary in the structure, as well as, the working and communication processes within schools. The realization of early teacher participation and self regulated cooperative groups initiates comprehensive and goal-oriented developmental processes in the project schools. The organizational development process was accomplished in the following way: At the beginning we conducted a diagnosis of school-specific and individual health risks and the resources available to the project schools. The results were reported for both the individual and for the teacher group. This was intended to clarify the potential for improvement and, thus, strengthen the teachers' motivation toward processes of change. Following the diagnosis, the teachers chose areas of stress-related strain and then worked in groups to develop and implement behaviour and working condition-oriented intervention strategies for health promotion. The diagnosis results confirm the necessity of school-specific health promotion: the schools demonstrate very different demand and resource profiles. Furthermore, is has become evident that the central success factor for health promotion in schools is the teachers' willingness for change. The individual and group reports of the diagnosis results seem to have made clear how essential individual and organisational changes are.

  11. Develop a Professional Learning Plan

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  12. A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

    Science.gov (United States)

    Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

    2010-01-01

    This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

  13. "Educators Modeling Self-Esteem to At-Risk Students": The Practice of Personal and Professional Development.

    Science.gov (United States)

    Lieb, James Philip

    A description is given of the training and inservice plan for Westmoreland County Public Schools (Virginia) which focused on the personal and professional needs of teachers and the issues of the at-risk student population with which they work. A staff self-esteem workshop was developed which focused on the need for persons to care for themselves…

  14. Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks

    Science.gov (United States)

    Jung, Hyunyi; Brady, Corey

    2016-01-01

    Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…

  15. Association of Polar Early Career Scientists: a model for experiential learning in professional development for students and early career researchers

    Science.gov (United States)

    Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.

    2016-12-01

    The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.

  16. The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

    Science.gov (United States)

    Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

    2014-01-01

    Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

  17. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  18. Applying Intersubjectivity for Professional Development

    Directory of Open Access Journals (Sweden)

    Uvaldina Montoya Janecek

    2016-03-01

    Full Text Available This is an intersubjective review of Loewen, G. V. (2012. Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1][1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read  is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski

  19. Individual Development of Professionalism in Educational Peer Group Supervision

    DEFF Research Database (Denmark)

    Hølge-Hazelton, Bibi; Tulinius, Charlotte

    2012-01-01

    -dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest......Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values...... of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two...

  20. The taxonomy of professionalism: reframing the academic pursuit of professional development.

    Science.gov (United States)

    Brown, Daniel; Ferrill, Mary J

    2009-07-10

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

  1. Navy Medicine Professional Development Center (NMPDC)

    Science.gov (United States)

    2012-07-15

    July 15, 2012 1 Navy Medicine Professional Development Center (NMPDC) Mission: Vision: Global leaders in health education and...COVERED 00-00-2012 to 00-00-2012 4. TITLE AND SUBTITLE Navy Medicine Professional Development Center (NMPDC) 5a. CONTRACT NUMBER 5b. GRANT...education • Scholarly research • Leadership and professional development courses Note: Hyperlinks provided throughout brief to more detailed

  2. Discourse analysis and personal/professional development

    Energy Technology Data Exchange (ETDEWEB)

    Boyes, C. E-mail: c.boyes@yorksj.ac.uk

    2004-05-01

    The article discusses discourse analysis and its relevance to personal and professional development, drawing on elements of social theory. Related terms such as text, discourse and genre are defined and social theoretical implications explored. Practical application of discourse analysis to CPD is illustrated. A case is developed for understanding contemporary practice and the construction of personal and professional identity through discourse. Understanding discourse is presented as an enabling structure for personal and professional development.

  3. Presentatie: Professional development of university teachers

    NARCIS (Netherlands)

    Ebrecht, Diny

    2012-01-01

    Ebrecht, D. (2012, 4 juni). Professional development of university teachers. Presentatie bijeenkomst UOC-vertegenwoordigers in het kader van Erasmusuitwisseling, Heerlen, Nederland: Open Universiteit, L&C.

  4. The Professional Development of Teachers in Malta.

    Science.gov (United States)

    Bezzina, Christopher; Camilleri, Antoinette

    2001-01-01

    Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

  5. Contribution of Professional Development to Standards Implementation

    Science.gov (United States)

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

  6. Peer Coaching: Professional Development for Experienced Faculty

    Science.gov (United States)

    Huston, Therese; Weaver, Carol L.

    2008-01-01

    The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…

  7. Continuous professional development for GPs

    DEFF Research Database (Denmark)

    Kjaer, N K; Steenstrup, A P; Pedersen, L B

    2014-01-01

    randomly chosen Danish GPs. RESULTS: Focus groups: CPD activities are chosen based on personal needs analysis, and in order to be professionally updated, to meet engaged colleagues and to prevent burnout. GPs also attend CPD to assess their own pre-existing level of competence. CPD activities need...... by topics strengthening their professional capacity and preventing burnout. There would seem to be no need for a mandatory system....

  8. Role models and professional development in dentistry: an important resource: The views of early career stage dentists at one academic health science centre in England.

    Science.gov (United States)

    Mohamed Osama, O; Gallagher, J E

    2017-02-08

    The importance of role models, and their differing influence in early, mid- and late careers, has been identified in the process of professional development of medical doctors. There is a paucity of evidence within dentistry on role models and their attributes. To explore the views of early career dentists on positive and negative role models across key phases of professional development, together with role models' attributes and perceived influence. This is a phenomenological study collecting qualitative data through semi-structured interviews based on a topic guide. Dentists in junior (core training) hospital posts in one academic health science centre were all invited to participate. Interviews were recorded, transcribed verbatim and analysed using framework analysis. Twelve early career stage dentists, 10 of whom were female, reported having role models, mainly positive, in their undergraduate and early career phases. Participants defined role models' attributes in relation to three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role models were described as "prioritising the patient's best interests", "delivering learner-centred teaching and training" and "exhibiting a positive personality", whilst negative role models demonstrated the converse. Early career dentists reported having largely positive dentist role models during- and post-dental school and report their impact on professional values and aspirations, learning outcomes and career choice. The findings suggest that these early career dentists in junior hospital posts have largely experienced and benefitted from positive role models, notably dentists, perceived as playing an important and creative influence promoting professionalism and shaping the career choices of early career stage dentists. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  9. Effective elements of science teacher professional development

    Science.gov (United States)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  10. Professional development workshops for physics education research

    Science.gov (United States)

    Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

    2017-01-01

    Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

  11. Teacher Professional Development that Makes an Impact

    Science.gov (United States)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  12. Toward Understanding Business Student Professional Development Engagement

    Science.gov (United States)

    Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

    2017-01-01

    Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

  13. The Makerspace Experience and Teacher Professional Development

    Science.gov (United States)

    Paganelli, Andrea; Cribbs, Jennifer D.; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda; Paganelli, Anthony

    2017-01-01

    This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative…

  14. New Directions In Professional Development

    Directory of Open Access Journals (Sweden)

    Rebecca Novick

    1996-08-01

    Full Text Available There is increasing recognition that school reform and staff development are integrally related. Yet, despite a rich literature on adult learning and human development which supports teachers' need for a wide array of opportunities to construct their own understandings and theories in a collaborative setting, top down mandates have frequently left teachers out of the reform process. It is argued here that effective staff development should be tied directly to the daily life of classroom and grounded in the questions and concerns of teachers. Both a theory of pedagogy that advocates teaching for understanding and learning as understanding and a model of staff development based on practical knowledge enriched by critical reflection are discussed.

  15. Professional Flash Lite Mobile Development

    CERN Document Server

    Anderson, J G

    2010-01-01

    Discover how to create Flash Lite mobile apps from the ground up. Adobe Flash is an ideal choice for developing rich interactive content for "Flash-enabled" mobile devices; and with this book, you'll learn how to create unique applications with Flash Lite. Through a series of code samples and extensive example applications, you'll explore the core concepts, key features, and best practices of the Flash Lite player. Coverage reveals various ways to develop Flash mobile content, create applications with a cross-platform programming framework based on the Model, View and Controller conc

  16. Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model

    Directory of Open Access Journals (Sweden)

    Hyun Bae Yoon

    2016-05-01

    Full Text Available Purpose: Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

  17. Changing the attitudes and practices of professional developers through a constructivist model: The Technical Assistance Academy for Mathematics and Science Services

    Science.gov (United States)

    Charles, Karen Jungblut

    For much of this century, mathematics and science have been taught in a didactic manner that is characterized by a passive student and a lecturing teacher. Since the late eighties national standards have encouraged professional developers specializing in mathematics and science education to deliver the messages of inquiry-based learning, active student engagement, and learner-constructed knowledge to the teachers they support. Follow-up studies of professional development programs, however, found that telling teachers was no more effective than telling students. Information transmitted in a passive setting was not transferring into effective classroom practices. This phenomenological case study was conducted to determine the effects of a constructivist-oriented professional development experience, the Technical Assistance Academy, in changing the practices and attitudes of mathematics and science professional developers regarding the use of constructivist strategies in workshop design. This study focused on 45 professional developers who participated in the Technical Assistance Academy. Data from a 2 1/2 year period were collected from session evaluations, journal reflections, a follow-up interview, and site visits that included observations and collaborative planning. Content analysis procedures were used to find common themes among the data. Use of new skills developed as a result of participation in the Technical Assistance Academy was determined using the Concerns-Based Adoption Model Levels of Use framework (Hall & Hord, 1987). Changes in attitude were determined by examining participants' journal reflections related to common constructivist themes such as those discussed by Fosnot (1996c): learning is developmental, disequilibrium and reflection facilitate learning, and the construction of "big ideas" results from the opportunity to struggle with new information. Results verified that all 45 participants demonstrated some level of use, and that most were in

  18. Coaching and Mentoring Model Based on Teachers' Professional Development for Enhancing Their Teaching Competency in Schools (Thailand) Using Video Tape

    Science.gov (United States)

    Asanok, Manit; Chookhampaeng, Chowwalit

    2016-01-01

    The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers' opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including…

  19. Inquiry identity and science teacher professional development

    Science.gov (United States)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  20. Effective Professional Development for Technology Teachers.

    Science.gov (United States)

    Bybee, Rodger W.

    2001-01-01

    Effective professional development has the learning of all students at its core, focuses on expert and unique knowledge, recognizes that principles for improving student learning also guide professional learning, acknowledges learners' current understanding, and aligns with system-based changes. (JOW)

  1. The Development of Competent Marketing Professionals

    Science.gov (United States)

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  2. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  3. DEVELOPMENT OF PROFESSIONAL STANDARDS AND CERTIFICATION SYSTEM

    Directory of Open Access Journals (Sweden)

    Ilya I. Rodin

    2014-01-01

    Full Text Available In article process of development of professional standards, and also systems ofcertification and an assessment of qualification of shots is described. Requirements of modern business in the Russian Federation to shots are described. Research of developed and introduced professional standards in separate branchesof national economy is conducted. Also interaction business of communities and executive authorities in the course of development and deployment of professionalstandards and system of certifi cation of shots is described.

  4. Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2015-10-01

    Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

  5. Professional Skills Acquisition and Human Capital Development ...

    African Journals Online (AJOL)

    Makerere Journal of Higher Education ... profession were not exposed to comprehensive induction programmes; the strategies used for professional development were limited; and new entrants into teaching were disposed towards mentoring.

  6. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  7. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

  8. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  9. Supporting Teacher Change Through Online Professional Development

    Directory of Open Access Journals (Sweden)

    Charlotte J. Boling, Ph.D.

    2005-01-01

    Full Text Available This multiple case study examines elementary teachers’ experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. This study explores teacher change and the elements necessary to facilitate the change. Issues concerning content, the change process, the online learning environment, and technology are examined. Findings indicate that online learning is a viable means of providing professional development and facilitating teacher change.

  10. Learning community and teachers professional development

    OpenAIRE

    Škodnik, Ana Mari

    2017-01-01

    We live in a time of many social, economic and technological changes, there is a variety of new novelties, various introduction of innovations. All this is reflected in the schools which requires changes both in the teaching of teachers and in their own learning and professional development. The learning organization represents a good response to the demands of teacher continuing learning, as it is the basis for promoting professional development and thus quality teaching of teachers. School...

  11. English language teachers’ professional development and identities

    OpenAIRE

    2014-01-01

    This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection betwee...

  12. The Model of Unification and the Model of Diversification of Public School Teachers' Continuing Professional Development in Great Britain, Canada and the USA

    Science.gov (United States)

    Mukan, Nataliya; Myskiv, Iryna; Kravets, Svitlana

    2016-01-01

    In the article the theoretical framework of public school teachers' continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation…

  13. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  14. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... experiencing changes in collaboration and classroom practice. Furthermore there seems to be a delayed correlation between schools with the most sustained PLC activities and student outcomes. Factors supporting sustainability are discussed, these include scaffolding the teachers’ collaborative inquiries...

  15. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  16. The Relation between Employee Organizational and Professional Development Activities

    Science.gov (United States)

    Blau, Gary; Andersson, Lynne; Davis, Kathleen; Daymont, Tom; Hochner, Arthur; Koziara, Karen; Portwood, Jim; Holladay, Blair

    2008-01-01

    A model is presented showing hypothesized common and parallel antecedents of employee organizational development activity (ODA) versus professional development activity (PDA). A common antecedent is expected to affect both ODA and PDA, while a parallel antecedent is expected to affect its corresponding work referent. This model was tested using a…

  17. The Association of Polar Early Career Scientists (APECS): A Model for the Professional Development of Scientists (Invited)

    Science.gov (United States)

    Baeseman, J. L.; Apecs Leadership Team

    2010-12-01

    Efforts like the International Polar Year 2007-2008 (IPY) have helped to increase research efforts as well as enhancing the integration of education and outreach into research projects and developing the next generation of researchers. One of the major legacies of the IPY was the creation of the Association of Polar Early Career Scientists (APECS), which was developed in 2006 by young researchers and focuses on helping each other develop the skills needed for successful careers in research by working with senior mentors. APECS is an international and interdisciplinary organization of over 2000 early career researchers and educators with interests in the Polar Regions and the wider cryosphere from 45 countries. APECS aims to stimulate interdisciplinary and international research collaborations, and develop effective future leaders in polar research, education and outreach. This is achieved by - Facilitating international and interdisciplinary networking opportunities to share ideas and experiences and to develop new research directions and collaborations, - Providing opportunities for professional career development for both academic and alternative research professions, and - Promoting education and outreach as an integral component of polar research and to stimulate future generations of polar researchers. Since its inception, APECS has strived to develop a strong network of partnerships with senior international organizations and scientific bodies to provide career development opportunities for young researchers. These partnerships have led to early-career representation on science planning bodies at an international level, the mandate of early career researchers serving as co-chairs at science conferences, the development of a mentorship program, field schools and techniques workshops, mentor panel discussions at conferences and increased funding for young researchers to attend conferences. APECS has also worked with an international teachers network to develop

  18. Union Contracts and Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Paul V. Bredeson

    2001-07-01

    Full Text Available In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1 100 written teacher union contract documents; 2 structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3 focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.

  19. Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

    Science.gov (United States)

    Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

    2013-02-01

    Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

  20. Facilitating Professional Development in Women Pharmacy Faculty: Role-Models, Mentors and Networks as Resources for Academic Success.

    Science.gov (United States)

    Roche, Victoria F.

    1990-01-01

    Mechanisms to foster and develop leadership skills among pharmacy's fastest growing demographic segment, women, must be cultivated now. Role-modeling, mentoring, and networking have worked well for men and lend themselves to women's sharing style of leadership. Formalized systems must be built and women faculty's access to resources assured. (MSE)

  1. Embracing Coaching as Professional Development

    Science.gov (United States)

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  2. Sustainable development and professional practice

    NARCIS (Netherlands)

    Laws, D.; Loeber, A.

    2011-01-01

    This paper explores the implications of treating sustainable development as a feature of the design and implementation of concrete technical projects, rather than as an abstract line of thinking about possible futures. In such ventures, human dimensions of sustainability, like managing conflicting i

  3. OPPORTUNITIES FOR HUMAN RESOURCES DEVELOPMENT BY PROFESSIONAL INTEGRATION / REINTEGRATION

    Directory of Open Access Journals (Sweden)

    LAVINIA ELISABETA POPP

    2012-01-01

    Full Text Available The present paper presents some opportunities for the development of human resources by means of professional insertion / reinsertion. It is about an intervention project, more precisely the establishment of a Centre for Career Counselling and Professional Requalification (CORP within the University “Eftimie Murgu” of Reşita. The objective was the promotion of an inclusive society able to facilitate the access and integration on the labour market of the young unemployed. By its activities, the project forwards an inclusive model of social inclusion of the professionally inactive young people through individualised programmes of qualification - requalification, support and professional counselling. By its results the project contributed to the stimulation of the participation of young unemployed persons to the social, economic and educational life, the consideration of the importance of the role played by education and professional training among the youth.

  4. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    exposed to both the content and pedagogy of teaching in different school subjects and awarded .... What are the challenges of teachers' continuing professional development on .... varies. Some had articulations for full preparation of basic education in ... affecting their development and function and self appraisal skills of the.

  5. Professional Development Seen as Employment Capital

    Science.gov (United States)

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  6. Fulfilling the Promise of Professional Development

    Institute of Scientific and Technical Information of China (English)

    Gabriel Diaz Maggioli

    2007-01-01

    @@ It is ironical that developments in the field of education call for teachers to differentiate instruction as a pre-requisite for effective learning,while teacher education and continuing professional development adhere to a one-size-fits-all philosophy.

  7. Young Adult Literature and Professional Development

    Science.gov (United States)

    Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

    2011-01-01

    As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

  8. Professional development activities of teacher educators

    NARCIS (Netherlands)

    Ko Melief; Jurrien Dengerink; Mieke Lunenberg; dr.ir. Quinta Kools

    2011-01-01

    As all professionals, teacher educators are expected to develop themselves continuously during their working life in order to keep their knowledge and skills up to date. Smith (2003, p203) distinguishes three reasons for teacher educators to develop themselves: 1) to improve the profession (teacher

  9. Professional Development Seen as Employment Capital

    Science.gov (United States)

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  10. Investigating the Impact of EPIC Professional Development on Perspectives Charter School Principals. An Evaluation of the EPIC Professional Learning Model. Evaluation Brief

    Science.gov (United States)

    Sloan, Kay; Pereira-Leon, Maura; Honeyford, Michelle

    2010-01-01

    In 2009-10, New Leaders for New Schools partnered with the Perspectives Charter School Network in Chicago to pilot an innovative leadership development program for principals. The program is part of the Effective Practice Incentive Community (EPIC) initiative, which was created by New Leaders in 2006 to identify, reward, and share effective…

  11. Socialization to Student Affairs: Early Career Experiences Associated with Professional Identity Development

    Science.gov (United States)

    Hirschy, Amy S.; Wilson, Maureen E.; Liddell, Debora L.; Boyle, Kathleen M.; Pasquesi, Kira

    2015-01-01

    In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate…

  12. MOOCs as a Professional Development Tool for Librarians

    Directory of Open Access Journals (Sweden)

    Meghan Ecclestone

    2013-11-01

    Full Text Available This article explores how reference and instructional librarians taking over new areas of subject responsibility can develop professional expertise using new eLearning tools called MOOCs. MOOCs – Massive Open Online Courses – are a new online learning model that offers free higher education courses to anyone with an Internet connection and a keen interest to learn. As MOOCs proliferate, librarians have the opportunity to leverage this technology to improve their professional skills.

  13. Improving Professional Development for USAF Electronic Warfare Officers

    Science.gov (United States)

    2012-02-15

    NOTE AIR WAR COLLEGE AIR UNIVERSITY IMPROVING PROFESSIONAL DEVELOPMENT FOR USAF ELECTRONIC WARFARE OFFICERS by Gregory M. Patschke, Col...and planning. Professional development comprises both continuing education and career development. In the US Air Force, the acquisition, space...and cyberspace communities have professional development programs already in place. For the continuing education half of professional development , the

  14. A Qualitative Case Study Analysis for a Potential Model for a K-12 Professional Development Using Virtual Learning Environments

    Science.gov (United States)

    Santacroce-Tejedor, Andrea

    2011-01-01

    The purpose of this study was to examine three e-learning technologies based on a pedagogical framework for virtual learning environments, and to explore how these technologies could be used to facilitate extended professional learning opportunities whereby K-12 educators could communicate, collaborate, and reflect on their practice. This…

  15. Who Provides Professional Development? A Study of Professional Development in Qatar

    OpenAIRE

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T) project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional develo...

  16. Career advancement and professional development in nursing.

    Science.gov (United States)

    Adeniran, Rita K; Smith-Glasgow, Mary Ellen; Bhattacharya, Anand; Xu, Yu

    2013-01-01

    Excellence underscores the need for nurses to keep their skills and competencies current through participation in professional development and career advancement. Evidence suggests that internationally educated nurses (IENs) progress relatively slowly through the career ladder and participate less in professional development compared with nurses educated in the United States (UENs). Mentorship and self-efficacy are considered major determinants of career advancement. The aim of the study was to understand the differences in levels of mentorship function and self-efficacy as well as the differences in participation in professional development and career advancement between UENs and IENs. A descriptive survey design was implemented using a Web-based survey. Significant disparities were noted in the role model function of mentoring and some professional development and career advancement measures between UENs and IENs. Mentorship is essential for professional growth. Sociodemographic characteristics of mentors are important because mentors are role models. Standardized career advancement structures are needed to promote professional growth. Published by Mosby, Inc.

  17. "Unlocking My Creativity": Teacher Learning in Arts Integration Professional Development

    Science.gov (United States)

    Saraniero, Patricia; Goldberg, Merryl R.; Hall, Brenda

    2014-01-01

    This paper examines the impact of two approaches to teacher professional development in arts integration--a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum.…

  18. Literacy-Related Professional Development Preferences of Secondary Teachers

    Science.gov (United States)

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  19. Software Engineering to Professionalize Software Development

    Directory of Open Access Journals (Sweden)

    Juan Miguel Alonso

    2011-12-01

    Full Text Available The role, increasingly important, that plays the software in the systems with widespread effects presents new challenges for the formation of Software Engineers. Not only because social dependence software is increasing, but also because the character of software development is also changing and with it the demands for software developers certified. In this paper are propose some challenges and aspirations that guide the learning processes Software Engineering and help to identify the need to train professionals in software development.

  20. Promoting Professional Development for Physical Therapists in Early Intervention

    Science.gov (United States)

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…

  1. Developing Personal and Professional Identity: Teaming, Dialogue, and Inquiry in the Sophomore Professional Field Experience.

    Science.gov (United States)

    Palmer, Ruth J.; Sherman, Sharon J.; Rothstein, Michael; Lupo, Theresa R.

    This paper examines a model of supervision/field experience proposed for teacher candidates in the sophomore professional experience of a teacher preparation program. The approach envisions the sophomore experience as a dialogic process in which students and teachers construct knowledge and nurture dispositions needed for development of personal…

  2. Moving toward Teamwork through Professional Development Activities

    Science.gov (United States)

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  3. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  4. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  5. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    professional development activities enact the curriculum by innovating in ... technology effectively and critically showing responsibility towards the ... scientific knowledge responsibly by considering its effect on the environment. ..... also used digital information to create their own resources or to use directly in their teaching.

  6. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

    Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

  7. Moving toward Teamwork through Professional Development Activities

    Science.gov (United States)

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  8. A Professional Development Framework for Online Teaching

    Science.gov (United States)

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

    The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

  9. Developing Professional Standards for Accomplished Language Teachers

    Science.gov (United States)

    Liddicoat, Anthony J.

    2006-01-01

    The Australian Federation of Modern Language Teachers Associations (AFMLTA) has recently developed a set of professional standards for accomplished language teachers. Standards of teaching are statements of values about the processes of teaching, learning, and knowing, and of the practices of those who teach languages and cultures. These standards…

  10. Professional Development in Tough Financial Times

    Science.gov (United States)

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

    The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

  11. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  12. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate...

  13. Give Your Professional Development a Second Life

    Science.gov (United States)

    Sheehy, Peggy

    2009-01-01

    Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

  14. IMPACT ON DEVELOPMENT AGE AND GENDER CHARACTERISTICS PROFESSIONAL PERSON

    Directory of Open Access Journals (Sweden)

    Avdeyeva Irina Olegovna

    2013-04-01

    Full Text Available In article some questions mentioning gender and age features of the identity of municipal employees, working in the social sphere and their influence on professionalism development are considered. Diagnostics of professional and important qualities and features of experts, their moral and regulatory sphere, adaptation potential and a motivational complex on means of application of the following diagnostic techniques is carried out: R. Kettell's 16 factorial questionnaire (16-PF, a form C, "Valuable orientations" M. Rokich, a multilevel personal questionnaire "Adaptability" (MLO-AM, a technique of studying of motivation of professional activity (K.Zemfir in A.Rean's modification. In this research the example of the multiple parameter linear model created and approved for identification and the analysis of age transformations of municipal employees, working in the social sphere is given. Conclusions are drawn on wagging of gender and age features of experts on development of professionalism of their personality.

  15. Development Professionals at Religiously Based Nonprofit Organizations

    Directory of Open Access Journals (Sweden)

    Jim Pinder

    2012-09-01

    Full Text Available The study of why a fundraising professional would choose to leave his or her employer is critical to the ongoing success of religiously based nonprofit organizations as they work to achieve their mission. Without continuity in the donor relationship, donors will likely leave the organization or become disenfranchised. This study focuses on development professionals at Seventh-Day Adventist institutions across North America. The results of this study are applicable to other religiously based nonprofit organizations. The present article reveals the reasons affecting employee retention and proposes approaches to mitigate the loss of valuable employees. Data were gathered using a structured online survey and analyzed for its descriptive outcomes.

  16. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  17. An initial investigation of the applicability of the Dreyfus skill acquisition model to the professional development of nurse educators.

    Science.gov (United States)

    Ramsburg, Lisa; Childress, Ron

    2012-01-01

    This investigation represents an attempt to design and validate a skill acquisition model for the nurse educator role. The preparation and role development of nurse educators has become a significant focus for the profession.The NLN Nurse Educator Competencies and skill acquisition theory provide a basis for studying skill acquisition among nurse educators. A total of 339 nurse educators from North Carolina and West Virginia were surveyed using an instrument designed to assess skill among nurse educators. The survey discriminated among five levels of skill (novice, advanced beginner, competent, proficient, and expert). Participants reported a proficient level of total skill acquisition and a proficient level for each of the eight NLN Nurse Educator Competencies. Internal consistency for the survey tool was high at .977. Results of this study add to the body of knowledge of skill acquisition, role development, and transition.The study provides a unique method to study skill acquisition.

  18. Who Provides Professional Development? A Study of Professional Development in Qatar

    Science.gov (United States)

    Freeman, Donald; Reynolds, Dudley; Toledo, Will; Abu-Tineh, Abdullah Mohammad Hamdan

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The "Learning4Teaching" ("L4T") project…

  19. The professional responsibility model of physician leadership.

    Science.gov (United States)

    Chervenak, Frank A; McCullough, Laurence B; Brent, Robert L

    2013-02-01

    The challenges physician leaders confront today call to mind Odysseus' challenge to steer his fragile ship successfully between Scylla and Charybdis. The modern Scylla takes the form of ever-increasing pressures to provide more resources for professional liability, compliance, patient satisfaction, central administration, and a host of other demands. The modern Charybdis takes the form of ever-increasing pressures to procure resources when fewer are available and competition is continuously increasing the need for resources, including managed care, hospital administration, payers, employers, patients who are uninsured or underinsured, research funding, and philanthropy. This publication provides physician leaders with guidance for identifying and managing common leadership challenges on the basis of the professional responsibility model of physician leadership. This model is based on Plato's concept of leadership as a life of service and the professional medical ethics of Drs John Gregory and Thomas Percival. Four professional virtues should guide physician leaders: self-effacement, self-sacrifice, compassion, and integrity. These professional virtues direct physician leaders to treat colleagues as ends in themselves, to provide justice-based resource management, to use power constrained by medical professionalism, and to prevent and respond effectively to organizational dysfunction. The professional responsibility model guides physician leaders by proving an explicit "tool kit" to complement managerial skills. Copyright © 2013 Mosby, Inc. All rights reserved.

  20. Professional Development for School Library Media Professionals: Elements for Success

    Science.gov (United States)

    Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

    2011-01-01

    The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

  1. Continuous Professional Development of English Language Teachers: Perception and Practices

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  2. Considering Professional Identity to Enhance Agriculture Teacher Development

    Science.gov (United States)

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

    The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

  3. Teacher Professional Development: International Perspectives and Approaches

    Directory of Open Access Journals (Sweden)

    Alfredo Bautista

    2015-11-01

    Full Text Available Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

  4. Professional development of international classroom lecturers

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    With a rapidly growing number of students learning and lecturers teaching through a language other than their own first language, there is equally a growing need to consider how lecturers are trained to teach in the international classroom where students have a range of different linguistic...... to planning and managing multilingual and multicultural learning environments (best practice) and (ii) to suggest possible formats of suitable training sessions for university lecturers. Based on a comprehensive literature review, the study comprises cases of professional development programmes offered...... and weaknesses) and discuss their applicability in a wider context. Key words: Professional development; International classroom; English Medium Instruction, Opportunities and challenges Simon, Eszter & Gabriela Pleschová (eds).2013. Teacher Development in Higher Education. Existing Programs, Program Impact...

  5. A marketing model: applications for dietetic professionals.

    Science.gov (United States)

    Parks, S C; Moody, D L

    1986-01-01

    Traditionally, dietitians have communicated the availability of their services to the "public at large." The expectation was that the public would respond favorably to nutrition programs simply because there was a consumer need for them. Recently, however, both societal and consumer needs have changed dramatically, making old communication strategies ineffective and obsolete. The marketing discipline has provided a new model and new decision-making tools for many health professionals to use to more effectively make their services known to multiple consumer groups. This article provides one such model as applied to the dietetic profession. The model explores a definition of the business of dietetics, how to conduct an analysis of the environment, and, finally, the use of both in the choice of new target markets. Further, the model discusses the major components of developing a marketing strategy that will help the practitioner to be competitive in the marketplace. Presented are strategies for defining and re-evaluating the mission of the profession, for using future trends to identify new markets and roles for the profession, and for developing services that make the profession more competitive by better meeting the needs of the consumer.

  6. Take Charge of Your Personal and Professional Development

    Science.gov (United States)

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

    The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

  7. Professional development needs of nurse managers.

    Science.gov (United States)

    Miltner, Rebecca S; Jukkala, Angela; Dawson, Martha A; Patrician, Patricia A

    2015-06-01

    Nurse managers have a key role in creating positive work environments where safe, high-quality care is consistently provided. This requires a broad range of skills to be successful within today's complex health care environment; however, managers are frequently selected based on their clinical expertise and are offered little formal preparation for this leadership role. We conducted three focus groups with 20 nurse managers to understand their professional development needs. Transcripts were analyzed using conventional content analysis. Three themes emerged: Managing Versus Leading, Gaining a Voice, and Garnering Support. Managers focused on daily tasks, such as matching staffing to patient needs. However, the data suggested gaps in foundational management skills, such as understanding organizational behavior, use of data to make decisions, and refined problem-solving skills. Professional development activities focusing on higher level leadership competencies could assist managers to be more successful in this challenging, but critical, role. Copyright 2015, SLACK Incorporated.

  8. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    that the real challenge surfaces. The challenge of transferring learning to initiate change in work behaviors is present in extant research, but research has not yet thoroughly investigated that even when change is initiated, the effectiveness of the course is still being tested. For sustained change......, practitioners must find evidence of the effectiveness of changed behavior in practice. Practitioners may feel insecure and incompetent when doing their jobs differently, and individuals at work may react to changes in behavior in unexpected ways. This leads practitioners to conclude that a course......The natural expectation for professional development courses is that they will improve a participant’s work performance, but do they? This PhD research challenges several assumptions underlying the design of online professional development courses, revealing that it is after such interventions...

  9. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

    Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

  10. Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer

    Science.gov (United States)

    Chien, Chin-Wen

    2013-01-01

    Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach's role in the professional development of teachers of English language learners (ELLs). The study has the following…

  11. Nursing Professional Development Organizational Value Demonstration Project.

    Science.gov (United States)

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  12. Sustaining and Scaling up the Impact of Professional Development Programmes

    Science.gov (United States)

    Zehetmeier, Stefan

    2015-01-01

    This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional development programme's impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, "ZDM Int J Math" 43(6/7):875-887, 2011) and innovation research (e.g. Cobb and Smith,…

  13. Transformative Professional Development: Negotiating Knowledge with an Inquiry Stance

    Science.gov (United States)

    Donelly, Amy; Morgan, Denise N.; Deford, Diane E.; Files, Janet; Long, Susi; Mills, Heidi; Stephens, Diane; Styslinger, Mary

    2005-01-01

    South Carolina Reading Initiative (SCRI), a long-term professional development initiative designed to help teachers investigate research-based literacy practices and helps to build a knowledge base from which to inform instructional decisions. A model that shares stories about literacy coaches as learners and highlight engagements that believe to…

  14. Strengthening Positive School Discipline Practices through Professional Development

    Science.gov (United States)

    Marchant, Michelle; Christensen, Lynnette; Womack, Sue; Conley, Laura; Fisher, Adam

    2010-01-01

    This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…

  15. Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry

    Science.gov (United States)

    Doig, Brian; Groves, Susie

    2011-01-01

    Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our…

  16. Interdisciplinary Professional Development: Astrolabes for Medievalists

    Science.gov (United States)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  17. Who Provides Professional Development? A Study of Professional Development in Qatar

    Directory of Open Access Journals (Sweden)

    Donald Freeman

    2016-10-01

    Full Text Available This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1 the learning opportunities provided in the national context, 2 how teachers view participating in these opportunities, and 3 what they believe they take from them. Drawing on data from the first phase of the study (#1 above, this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events. The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.

  18. Teacher frustration and professional development: Causes, consequences and practical implications

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2017-01-01

    The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory...

  19. Effects of Professional Development on Teachers' Reading of Professional Journals, Knowledge, and Implementation of Best Practices in Literacy Instruction

    Science.gov (United States)

    Lloyd, Malinda Ann Hoskins

    2010-01-01

    In this quasi-experimental study, the researcher examined teachers' awareness of the five essential components of reading instruction, teachers' knowledge of the five essential components, teachers' use of professional journals, and teachers' implementation of best practices in the context of a professional development intervention model called…

  20. Mathematical Modelling as a Professional Task

    Science.gov (United States)

    Frejd, Peter; Bergsten, Christer

    2016-01-01

    Educational research literature on mathematical modelling is extensive. However, not much attention has been paid to empirical investigations of its scholarly knowledge from the perspective of didactic transposition processes. This paper reports from an interview study of mathematical modelling activities involving nine professional model…

  1. Professional development in college science teaching

    Science.gov (United States)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  2. What's the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

    Science.gov (United States)

    Wilkerson, Michelle Hoda; Andrews, Chelsea; Shaban, Yara; Laina, Vasiliki; Gravel, Brian E.

    2016-01-01

    This paper explores the role that technology can play in engaging pre-service teachers with the iterative, "messy" nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the…

  3. What's the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

    Science.gov (United States)

    Wilkerson, Michelle Hoda; Andrews, Chelsea; Shaban, Yara; Laina, Vasiliki; Gravel, Brian E.

    2016-02-01

    This paper explores the role that technology can play in engaging pre-service teachers with the iterative, "messy" nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another's ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers' knowledge and goals related to scientific modeling in the classroom.

  4. Developing and sustaining teachers' professional learning: a case study of collaborative professional development

    OpenAIRE

    2012-01-01

    Despite economic difficulties, the emphasis on and investment in teacher professional development (PD) across the world continues, as countries strive to improve educational standards to compete in a globalised knowledge economy. However, researchers have little evidence of its impact on teachers’ professional practice. While it is acknowledged that PD needs to be assessed and evaluated, there is little guidance as to how this might be achieved. Much focus is on short-term i...

  5. Professional WordPress design and development

    CERN Document Server

    Williams, Brad; Stern, Hal

    2014-01-01

    The highest rated WordPress development and design book on the market is back with an all new third edition. Professional WordPress is the only WordPress book targeted to developers, with advanced content that exploits the full functionality of the most popular CMS in the world. Fully updated to align with WordPress 4.1, this edition has updated examples with all new screenshots, and full exploration of additional tasks made possible by the latest tools and features. You will gain insight into real projects that currently use WordPress as an application framework, as well as the basic usage a

  6. Professional WordPress Plugin Development

    CERN Document Server

    Williams, Brad; Tadlock, Justin

    2011-01-01

    Taking WordPress to the next level with advanced plugin developmentWordPress is used to create self-hosted blogs and sites, and it's fast becoming the most popular content management system (CMS) on the Web. Now you can extend it for personal, corporate and enterprise use with advanced plugins and this professional development guide. Learn how to create plugins using the WordPress plugin API: utilize hooks, store custom settings, craft translation files, secure your plugins, set custom user roles, integrate widgets, work with JavaScript and AJAX, create custom post types. You'll find a practic

  7. Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

    Science.gov (United States)

    Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

    2017-01-01

    In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic

  8. Development of vignettes for learning and professional development.

    Science.gov (United States)

    Leicher, Veronika; Mulder, Regina H

    2016-10-12

    Vignettes are short, descriptive stories of an incident of practice. They contain realistic contents and can therefore be a trigger for learning processes. The overall goal of this study is to develop work task vignettes as a trigger for learning processes and the professional development of geriatric nurses. First, the authors analyzed how vignettes have to be designed to use them as a trigger for learning processes and professional development. Second, based on these requirements, the authors developed four vignettes describing the work tasks of geriatric nursing staff and validated them in an interview study with 12 experts in the domain of geriatric nursing. Results indicate that the design of vignettes based on criteria for their style and content and the validation of the vignettes in an interview study with experts is an appropriate way to generate vignettes that can be used for learning and professional development.

  9. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    Science.gov (United States)

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  10. Innovative Professional Development: Expanding Your Professional Learning Network

    Science.gov (United States)

    Perez, Lisa

    2012-01-01

    To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

  11. PROFESSIONAL TRAINING IN THE TERMS OF MICROENTERPRISES: PROCESS MODELLING OF EDUCATIONAL AND PROFESSIONAL INTERACTION

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work.Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization.Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a

  12. Developing and Sustaining Professionalism within Gifted Education

    Science.gov (United States)

    Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

    2012-01-01

    This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

  13. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning....

  14. Nurses' views on need for professional development in Nepal.

    Science.gov (United States)

    Shrestha, G K; Bhandari, N; Singh, B

    2010-01-01

    This study explores the nurses' views on need for professional development and barriers in Nepal. This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal.

  15. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  16. Science teachers’ foreground for continued professional development

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    2015-01-01

    There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify...... how present experience contributes to aspired career foregrounds. Birger’s focus on the academic basis of the in-service program reflects his aspiration to become a teacher educator. Poul is focused on improving his present teaching and aspires to keep on teaching science. Karl is focused on how...

  17. Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

    Directory of Open Access Journals (Sweden)

    Kostina Ludmyla

    2015-03-01

    Full Text Available Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

  18. Advancing Technology Education: The Role of Professional Development.

    Science.gov (United States)

    Loucks-Horsley, Susan; Bybee, Rodger W.

    2000-01-01

    The technology literacy standards will necessitate increased professional development for those required to implement them. Four areas to guide professional development plans are as follows:(1) learning about technology; (2) learning to teach technology; (3) self-assessment and continuous improvement; and (4) sustained professional development.…

  19. The Facilitator's Role in Elementary Mathematics Professional Development

    Science.gov (United States)

    Linder, Sandra M.

    2011-01-01

    This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…

  20. Synchronization of the Reserve Officer Professional Development and Promotion Systems

    Science.gov (United States)

    2010-03-01

    St ra te gy R es ea rc h Pr oj ec t SYNCHRONIZATION OF THE RESERVE OFFICER PROFESSIONAL DEVELOPMENT AND PROMOTION SYSTEMS BY...PROJECT SYNCHRONIZATION OF THE RESERVE OFFICER PROFESSIONAL DEVELOPMENT AND PROMOTION SYSTEMS by Lieutenant Colonel Roy...Colonel Roy M. Jewell TITLE: Synchronization of the Reserve Officer Professional Development and Promotion Systems FORMAT: Strategy Research

  1. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    Science.gov (United States)

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  2. 34 CFR 200.60 - Expenditures for professional development.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

  3. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  4. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    Science.gov (United States)

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  5. A Win-Win Model for Outreach and Graduate Education: Research Findings on Professional Development Outcomes for STEM Graduate Students Participating in K-12 Classroom Outreach

    Science.gov (United States)

    Laursen, S.; Thiry, H.; Liston, C.

    2006-12-01

    National attention has recently focused on the failures of STEM graduate education in preparing Ph.D. graduates to think broadly, communicate effectively, work in interdisciplinary settings, and succeed in a variety of careers beyond tenure-track academic positions at research universities. We will report findings on a study of a school outreach program that also enhances the graduate education and career preparation of a group of STEM graduate students interested in science education. The Science Squad at the University of Colorado at Boulder is a group of university STEM graduate students who develop and present hands-on, inquiry-based science sessions in local K-12 schools. Squad members hold the position as an alternative to a standard teaching assistantship, typically spending two days a week in the schools. Our ethnographic interview study examines the benefits and costs to the K-12 students, teachers, and graduate students who participate. The program provides significant benefits to the K-12 students and teachers that it serves, but even more importantly offers significant professional development in teaching and learning to a group of STEM graduate students who seek to develop their science careers as communicators and educators. Findings elucidate how the design of the program enables the graduate Squad members to develop teaching, communication, and organizational skills; deepen their understanding of K-12 education and diversity issues; grow in professional confidence; and apply these gains to their career development. In addition, over 80% of the Squad members interviewed reported that participation in the Squad influenced their careers in one of two ways. Members who were pursuing academic positions emphasizing teachers found the Squad experience to confirm their interest in this career and enhance their ability to earn a suitable academic position. Members who were reconsidering their career options and rejecting their initial plans to pursue

  6. Professional Competence of the Head of External Relations Unit and its Development in the Study Process

    OpenAIRE

    Turuševa, Larisa

    2010-01-01

    Dissertation Annotation Larisa Turuševa’s promotion paper „Professional Competence of the Head of External Relations Unit and its Development in the Study Process” is a fulfilled research on the development of Professional competence of the heads of external relations units, conditions for the study programme development. A model of professional competence of the head of external relations unit is worked out, its indicators and levels are described. A study process model for th...

  7. A strategic development model for the role of the biomedical physicist in the education of healthcare professionals in Europe.

    Science.gov (United States)

    Caruana, C J; Wasilewska-Radwanska, M; Aurengo, A; Dendy, P P; Karenauskaite, V; Malisan, M R; Mattson, S; Meijer, J H; Mihov, D; Mornstein, V; Rokita, E; Vano, E; Weckstrom, M; Wucherer, M

    2012-10-01

    This is the third of a series of articles targeted at biomedical physicists providing educational services to other healthcare professions, whether in a university faculty of medicine/health sciences or otherwise (e.g., faculty of science, hospital-based medical physics department). The first paper identified the past and present role of the biomedical physicist in the education of the healthcare professions and highlighted issues of concern. The second paper reported the results of a comprehensive SWOT (strengths, weaknesses, opportunities, threats) audit of that role. In this paper we present a strategy for the development of the role based on the outcomes of the SWOT audit. The research methods adopted focus on the importance of strategic planning at all levels in the provision of educational services. The analytical process used in the study was a pragmatic blend of the various theoretical frameworks described in the literature on strategic planning research as adapted for use in academic role development. Important results included identification of the core competences of the biomedical physicist in this context; specification of benchmarking schemes based on experiences of other biomedical disciplines; formulation of detailed mission and vision statements; gap analysis for the role. The paper concludes with a set of strategies and specific actions for gap reduction.

  8. Developing inventory of professional attitude at occupation

    Directory of Open Access Journals (Sweden)

    Aslıhan Bakır

    2009-02-01

    Full Text Available This research was carried out in order to develop a standard measurement instrument special to culture assessing nurses’s of midwives’s professional attitudes at occupation. A methodological research was conducted to evaluate the validity and reability of the inventory developed exclusively for the culture. The population of the research consisted of nurses (74 persons and midwives (86 persons working in State Hospital and Gynecology Birth and Child Diseases Hospital in Ordu province. The data were collected between the dates 1-30 June 2005. The nurses and midwives were informed about the research and their verbal consent was taken. In addition, a written consent was taken from the hospitals. The analysis of data were made via Pearson correlation coefficient analysis, Cronbach Alpha coefficient, Kaise-Mayer-Olkin test, Barlett’s test of sphericity analysis and factor analysis with SPSS 11,5 in computer. A likert-type inventory consisting of 36 items to evaluate the Professional attitude at occupation was developed in the light of literature information. The validity of content-scope was examined to determine the validity of inventory and the number of questions was reduced to 32 items. The validity structure of the inventory was examined and the results of KMO analysis and that of Barlett’s test were found as 0,860 and 807,357 respectively. Both the test results were found significant at the level of importance p=0,000. A factory analysis and total item point correlation was applied to the inventory wasn’t altered 32 item-number. Internal consistency and re-test application were carried out to determine the validity of the inventory. Cronbach Alpha coefficient was of found to be ?=0,89 and re-test correlation coefficient was found to be r =0,97.As a result in the research that the validity and reability of Inventory of Professional Attitude at Occupation were high and that it was an efficient instrument of measurement to determine

  9. Guest speakers in a professional development seminar series.

    Science.gov (United States)

    Zorek, Joseph A; Katz, Norman L; Popovich, Nicholas G

    2011-03-10

    To evaluate the impact guest speakers have on student development in a professional development seminar series. Over a 5-semester period, presentations were given by 18 guest speakers as part of a professional development seminar series. A 28-item survey instrument was constructed and administered to 68 students to assess the impact of the guest speakers on the students' professional development. Forty-six (68%) students completed the survey instrument, and the results demonstrated the value of the guest speakers, most notably in the areas of career development and professional responsibility. Exposing pharmacy students to guest speakers from varied pharmacy career paths positively impacted students' knowledge of career options and professional development.

  10. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    Science.gov (United States)

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  11. Cultivating Innovation: How a Charter/District Network Is Turning Professional Development into Professional Practice.

    Science.gov (United States)

    Andrews, Kevin; Rothman, Michael

    2002-01-01

    Describes the pilot year of the Project for School Innovation, a Boston charter-school initiative to bring together charter and district schools to cultivate innovation in public education. A major goal of the project is to overcome the shortcomings in teacher professional development through professional empowerment, professional networks, and…

  12. Social Media Training for Professional Identity Development in Undergraduate Nurses.

    Science.gov (United States)

    Mather, Carey; Cummings, Elizabeth; Nichols, Linda

    2016-01-01

    The growth of social media use has led to tension affecting the perception of professionalism of nurses in healthcare environments. The aim of this cross-sectional study was to explore first and final year undergraduate student use of social media to understand how it was utilised by them during their course. Descriptive statistical analysis was undertaken to compare differences between first and final year student use. No difference indicated there was a lack of development in the use of social media, particularly concerning in relation to expanding their professional networks. There is a need for the curriculum to include opportunities to teach student nurses methods to ensure the appropriate and safe use of social media. Overt teaching and modelling of desired behaviour to guide and support the use of social media to positively promote professional identity formation, which is essential for work-readiness at graduation, is necessary.

  13. A School-University Partnership's Involvement in State Mandated Reform: The Impact of a Teacher-Based Professional Development Model on Teachers, or, "Caught in the Headlights!"

    Science.gov (United States)

    Laguardia, Armando; Grisham, Dana; Gallucci, Chrysan; Jamison, Shelli; Brink, Beverly; Peck, Cap

    This study examined teachers' experiences in the Washington state-mandated educational reform process, their pedagogical responses to the reform initiatives, and the way in which these were mediated by professional development activities such as those initiated by the Goals 2000 project. Five Washington teachers participated in this case study.…

  14. The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers

    Science.gov (United States)

    Ellins, K. K.; Snow, E.; Olson, H. C.; Stocks, E.; Willis, M.; Olson, J.; Odell, M. R.

    2013-01-01

    The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was…

  15. TA Professional Development: A Graduate Student's Perspective

    Science.gov (United States)

    Alicea-Munoz, Emily

    Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

  16. In-service Science Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Niclas Åhman

    2015-05-01

    Full Text Available The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years, was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development.

  17. The Benefits of Developing a Professional Portfolio

    Science.gov (United States)

    Priest, Cheryl

    2010-01-01

    The author's years of work with preservice early childhood teachers, new professionals, and organizations that recruit beginning professionals have helped her identify key activities and documents to be incorporated into a professional portfolio. A well-organized portfolio can help newer practitioners effectively express their beliefs and…

  18. Teacher's Professional Development from Vygotskian Optique

    Directory of Open Access Journals (Sweden)

    Karim Shabani

    2012-07-01

    Full Text Available Vygotsky's concept of ZPD (Zone of Proximal Development has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000. Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline namely; Valsiner's (1997 Zone theory and Blanton, Westbrook and Carter’s (2008illusionary zone (IZto  provide a broad picture of the most influential variables facilitating or constraining teacher's professional development or, as specifically defined here, his ZPD progression. Several excerpts in the form of teacher comments taken from different qualitative studies in the related literature are given to lay evidence for the effect, if any, of the raised variables. Finally, the paper concludes with some practical tips for the pre/in-service language teachers as to how to keep their evolving ZPD dynamic in their long-life language teaching profession.

  19. Professional development of teachers: Critical success factors

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2005-07-01

    Full Text Available Professional development (PD has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance.

  20. [Professional nursing--development and contents of a definition].

    Science.gov (United States)

    Spichiger, Eilsabeth; Kesselring, Annemarie; Spirig, Rebecca; De Geest, Sabina

    2006-02-01

    This definition of professional nursing was developed at the Institute of Nursing Science, University of Basel, in collaboration with the group of experts from the project "Future of Swiss Medicine" of the Swiss Academy of Medical Sciences. Starting points were existing definitions and a list of desirable contents. Using Grounded Theory approaches, potential contents were analysed and a first draft was written. Through several feedback rounds, this draft was refined to the definition that is presented here. Professional nursing is defined in two core sentences. As regards content, it relates to promoting and maintaining health, preventing health problems, and assisting people in treating illnesses and in dealing with consequences of illnesses and their therapies. The goal is to achieve the best possible results of treatments and care as well as the best possible quality of life in all phases of life until death for the people cared for. Eight additional paragraphs describe to whom professional nursing is directed, the tasks it includes, its essential basics, who delivers it, how it is put into practice, and its context. The definition has a scientific background and incorporates international perspectives and developments. An addendum outlines further thoughts regarding interprofessional collaboration in health care, focal points of nursing education, and future directions of professional nursing. It calls for an optimal collaboration among the different professional groups to reach the best possible outcomes for people with (potential) health problems. Trends in society and health care, especially the growing numbers of old and chronically ill people, will increase the need for professional care. It is necessary to develop new systems and models of care that meet population needs and have a lasting effect. Nursing education must take these future changes into consideration.

  1. A marriage of continuance: professional development for mathematics lecturers

    Science.gov (United States)

    Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

    2015-06-01

    In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

  2. Codification and Validation of Professional Development Questionnaire of Teachers

    Science.gov (United States)

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  3. Designing Continuous Professional Development Programmes for Teachers: A Literature Review

    Science.gov (United States)

    Luneta, K.

    2012-01-01

    Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…

  4. considering the professional identity development of first-year ...

    African Journals Online (AJOL)

    in the way they evaluate, learn and make sense of their professional practice ... of social identity theory that charaterise the identity development process. Professional identity ... experience of the making of meaning allows students to construct ...

  5. Developing a Discourse of the Postmodern Community Development Professional

    Science.gov (United States)

    McArdle, Karen; Mansfield, Sue

    2013-01-01

    This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

  6. Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

    Science.gov (United States)

    Wermke, Wieland

    2011-01-01

    This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

  7. Using Work Action Analysis to Identify Web-Portal Requirements for a Professional Development Program

    Science.gov (United States)

    Nickles, George

    2007-01-01

    This article describes using Work Action Analysis (WAA) as a method for identifying requirements for a web-based portal that supports a professional development program. WAA is a cognitive systems engineering method for modeling multi-agent systems to support design and evaluation. A WAA model of the professional development program of the…

  8. Wanted: role models - medical students’ perceptions of professionalism

    Directory of Open Access Journals (Sweden)

    Byszewski Anna

    2012-11-01

    Full Text Available Abstract Background Transformation of medical students to become medical professionals is a core competency required for physicians in the 21st century. Role modeling was traditionally the key method of transmitting this skill. Medical schools are developing medical curricula which are explicit in ensuring students develop the professional competency and understand the values and attributes of this role. The purpose of this study was to determine student perception of professionalism at the University of Ottawa and gain insights for improvement in promotion of professionalism in undergraduate medical education. Methods Survey on student perception of professionalism in general, the curriculum and learning environment at the University of Ottawa, and the perception of student behaviors, was developed by faculty and students and sent electronically to all University of Ottawa medical students. The survey included both quantitative items including an adapted Pritzker list and qualitative responses to eight open ended questions on professionalism at the Faculty of Medicine, University of Ottawa. All analyses were performed using SAS version 9.1 (SAS Institute Inc. Cary, NC, USA. Chi-square and Fischer’s exact test (for cell count less than 5 were used to derive p-values for categorical variables by level of student learning. Results The response rate was 45.6% (255 of 559 students for all four years of the curriculum. 63% of the responses were from students in years 1 and 2 (preclerkship. Students identified role modeling as the single most important aspect of professionalism. The strongest curricular recommendations included faculty-led case scenario sessions, enhancing interprofessional interactions and the creation of special awards to staff and students to “celebrate” professionalism. Current evaluation systems were considered least effective. The importance of role modeling and information on how to report lapses and breaches was

  9. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  10. Nowcasting GDP Growth: statistical models versus professional analysts

    NARCIS (Netherlands)

    J.M. de Winter (Jasper)

    2016-01-01

    markdownabstractThis thesis contains four chapters that cast new light on the ability of professional analysts and statistical models to assess economic growth in the current quarter (nowcast) and its development in the near future. This is not a trivial issue. An accurate assessment of the current

  11. Mathematics teacher professional development in and through internet use: reflections on an ethnographic study

    Science.gov (United States)

    Patahuddin, Sitti Maesuri

    2013-12-01

    This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was applied in a study that focused on the uses of the Internet for primary mathematics teacher professional development, particularly to exploit the potential of the Internet for professional learning and to use it in professional work. This is illustrated through selected critical events over an eight-month ethnographic intervention in a primary mathematics classroom in Australia. Though the model is theoretically grounded, it opens up questions about the power, potential, and challenges as well as its feasibility, with respect to not only the teacher but also the ethnographer.

  12. Medical Professionals Designing Hospital Management Models

    DEFF Research Database (Denmark)

    Byg, Vibeke

    Health care administration in many OECD countries has undergone substantial changes in recent years as a consequence of NPM reforms, rising costs, the pace of technological innovation, heightened competition for patients and resources, quality of managed care and demographic shifts. Hospitals...... especially have been reformed due to the high proportion of resources they absorb and the apparent difficulty of prioritizing and coordinating health care within hospitals. There is abundant research literature on the topic of reforming hospital management models. Lacking from the literature, however......, is insight into how we can understand and explain how medical professionals adapt hospital management over time in relation to changing hospital management models that are global in their influence in hospital organizations. The aim of this dissertation is to understand and explain how medical professionals...

  13. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    Science.gov (United States)

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed.

  14. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  15. Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky

    Science.gov (United States)

    Eun, Barohny

    2008-01-01

    Professional development is grounded in the developmental theories of Vygotsky in an attempt to better understand the mechanism underlying teacher development. 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…

  16. Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky

    Science.gov (United States)

    Eun, Barohny

    2008-01-01

    Professional development is grounded in the developmental theories of Vygotsky in an attempt to better understand the mechanism underlying teacher development. 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…

  17. IMPACT ON DEVELOPMENT AGE AND GENDER CHARACTERISTICS PROFESSIONAL PERSON

    Directory of Open Access Journals (Sweden)

    Ирина Олеговна Авдеева

    2013-04-01

    Full Text Available In article some questions mentioning gender and age features of the identity of municipal employees, working in the social sphere and their influence on professionalism development are considered. Diagnostics of professional and important qualities and features of experts, their moral and regulatory sphere, adaptation potential and a motivational complex on means of application of the following diagnostic techniques is carried out: R. Kettell's 16 factorial questionnaire (16-PF, a form C, "Valuable orientations" M. Rokich, a multilevel personal questionnaire "Adaptability" (MLO-AM, a technique of studying of motivation of professional activity (K.Zemfir in A.Rean's modification. In this research the example of the multiple parameter linear model created and approved for identification and the analysis of age transformations of municipal employees, working in the social sphere is given. Conclusions are drawn on wagging of gender and age features of experts on development of professionalism of their personality.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-9

  18. 职前小学英语教师专业发展需求分析模型的理论构建%Theoretical Construction of Needs Analysis Model for Pre-service Primary English Teachers’ Professional Development

    Institute of Scientific and Technical Information of China (English)

    周超英

    2015-01-01

    以国内外现有外语需求分析模型为雏形,融入教师专业发展的核心要素,从个人需求和社会需求两方面提出了职前小学英语教师专业发展需求分析的理论模型,其中个人需求包括学习者个体差异、专业情意需求、专业知识需求以及专业能力需求这四个维度,社会需求包括自我评价与需求、任教者和管理者对其专业发展的评价以及教师教育对社会需求的适用度。该模型的构建有助于教学大纲的设计与实施以及职前小学英语教师的培养。%Based on the previous models, integrating with the corefactors of teachers’ professional development, the study constructed the theoretical framework of the needs analysis model for pre-service primary English teachers’ professional development from the two angle so find ividual needs and social needs. The former include the four scales of individual differences, needs of profession sensibility, professional knowledge and professional competence; and the latter cover the self-evaluation and demands of the in-service primary English teachers’ professional development, the assessment of professional development by the pre-service teachers ’teachers and directors, and the social needs adaptability of the pre-service teachers’ education. This model ishelpful for the syllabus design and implementation and the training of the pre-service teachers.

  19. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    Science.gov (United States)

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

  20. Development of Professional Identity through Socialization in Graduate School

    Science.gov (United States)

    Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.

    2014-01-01

    Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

  1. Experiential Learning for Teacher Professional Development at Historic Sites

    Science.gov (United States)

    Blair, Denice J.

    2016-01-01

    Historic sites provide a variety of professional development (PD) programs for classroom teachers. Little is known, however, about the pedagogical approaches used by historic site professionals in educating their teacher audiences. Using data from PD websites and questionnaires completed by historic site professionals, two studies examine the…

  2. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  3. Nurses’ Views on Need for Professional Development in Nepal

    Directory of Open Access Journals (Sweden)

    Geeta Kamal Shrestha

    2010-09-01

    Full Text Available INTRODUCTION: This study explores the nurses' views on need for professional development and barriers in Nepal. METHODS: This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. RESULTS: Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. CONCLUSIONS: Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal. Keywords: continuing professional development, professional development, supportive managment

  4. The theory of planned behaviour in medical education: a model for integrating professionalism training.

    Science.gov (United States)

    Archer, Ray; Elder, William; Hustedde, Carol; Milam, Andrea; Joyce, Jennifer

    2008-08-01

    Teaching and evaluating professionalism remain important issues in medical education. However, two factors hinder attempts to integrate curricular elements addressing professionalism into medical school training: there is no common definition of medical professionalism used across medical education, and there is no commonly accepted theoretical model upon which to integrate professionalism into the curriculum. This paper proposes a definition of professionalism, examines this definition in the context of some of the previous definitions of professionalism and connects this definition to the attitudinal roots of professionalism. The problems described above bring uncertainty about the best content and methods with which to teach professionalism in medical education. Although various aspects of professionalism have been incorporated into medical school curricula, content, teaching and evaluation remain controversial. We suggest that intervening variables, which may augment or interfere with medical students' implementation of professionalism knowledge, skills and, therefore, attitudes, may go unaddressed. We offer a model based on the theory of planned behaviour (TPB), which describes the relationships of attitudes, social norms and perceived behavioural control with behaviour. It has been used to predict a wide range of behaviours, including doctor professional behaviours. Therefore, we propose an educational model that expands the TPB as an organisational framework that can integrate professionalism training into medical education. We conclude with a discussion about the implications of using this model to transform medical school curricula to develop positive professionalism attitudes, alter the professionalism social norms of the medical school and increase students' perceived control over their behaviours.

  5. Facilities as teaching tools: A transformative participatory professional development experience

    Science.gov (United States)

    Wilson, Eric A.

    Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

  6. Developing Extension Professionals to Develop Extension Programs: A Case Study for the Changing Face of Extension

    Directory of Open Access Journals (Sweden)

    Scott R. Cummings

    2015-06-01

    Full Text Available Development of Cooperative Extension programs depends upon the skills and abilities of competent Extension professionals. The most effective manner of building program development competencies in these Extension professionals is through professional development. A wide variety of competencies are necessary for Extension professionals to develop programs, including strong interpersonal skills. Differences exist between the professional development efforts of Extension institutions and are highlighted herein. Major challenges to delivery of professional development include time and budget, but these can be overcome through planning and innovation and use of online or hybrid methods. Professional development for program development is essential to furthering Extension’s mission, especially during times of rapid change.

  7. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    Science.gov (United States)

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  8. THE DEVELOPMENT OF PROFESSIONAL SUBJECTIVE POSITION OF MANAGEMENT HUMAN RESOURCES FOR HEALTH

    Directory of Open Access Journals (Sweden)

    Ol'ga L. Zadvornaya

    2016-01-01

    Full Text Available The article is devoted to the problem of development of professional-subjective position of managerial staff of health care in the system of continuous professional education in the conditions of optimization of activities of the health system. Professional and subject position reflects the position of individual managers in a professional environment, its relationship to the quality of professional activity, to himself, to patients and colleagues to level their skills.Purpose/objectives: analysis of core competencies, forming the professional and subject position of heads of medical organizations; identify possible ways of development of professional-subjective position of managerial staff of the public health based on the use of modern technologies and active methods of training in system of continuous professional education. Methodology. In conducting the present study used data from official sources, literature review, scientific methods of analysis and synthesis, comparative analysis and modeling. The results of the study indicate the necessity of actualization of the subject position of heads of medical organizations. Conclusions /Significance. The necessity of formation and development of professional subjective position of the heads due to the needs of society and the health care system with modern requirements for quality management training of health. Professional and subject position is a characteristic feature of a highly qualified specialist in the area of governance, reflecting its active attitude toward self and professional activity, factor of efficiency of activity of medical organizations. The real practice of activity of medical organizations requires improved approaches in the preparation of healthcare managers. Most of the leaders are having difficulties, associated not only with necessity of development of universal and professional competences, but also the necessity of development of professional-subjective position

  9. Teacher Professional Development--The Elaboration of a Concept.

    Science.gov (United States)

    Kremer-Hayon, Lya

    1991-01-01

    Proposes a systematic way of defining the concept of professional development and revealing its structure through use of a mapping sentence based on analysis of the concepts of development and profession. The mapping sentence may guide teacher developers in planning programs to suit varying concepts of professional development. (SM)

  10. Educator Study Groups: A Professional Development Tool to Enhance Inclusion

    Science.gov (United States)

    Herner-Patnode, Leah

    2009-01-01

    Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…

  11. Evaluation of the Professional Development Program on Web Based Content Development

    Science.gov (United States)

    Yurdakul, Bünyamin; Uslu, Öner; Çakar, Esra; Yildiz, Derya G.

    2014-01-01

    The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that…

  12. Factors Driving Learner Success in Online Professional Development

    Directory of Open Access Journals (Sweden)

    Phu Vu

    2014-07-01

    Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

  13. Education and development of creativity: a challenge in the training of professionals

    Directory of Open Access Journals (Sweden)

    ALEXANDER LUIS ORTIZ OCAÑA

    2013-11-01

    Full Text Available In this article a DIDACTIC PROPOSAL for the stimulation and the development of theProfessional Creativity of the students in the pedagogical process of the universities appears. The didactic proposal contains the definition of specific terms about the creativity in the Technical and Professional Education, the requirements for its stimulation and development and the Methodology Theoretical Model. One is based on the use of a set of professional problematic situations like methodology alternative to activate the learning. 

  14. 78 FR 47676 - Agency Information Collection Activities; Comment Request; National Professional Development...

    Science.gov (United States)

    2013-08-06

    ... Agency Information Collection Activities; Comment Request; National Professional Development Program... notice will be considered public records. Title of Collection: National Professional Development Program... National Professional Development (NPD) program provides professional development activities intended to...

  15. Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

    OpenAIRE

    King, Kathleen P.

    2011-01-01

    In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phe...

  16. Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

    Science.gov (United States)

    Olmstead, Alice; Turpen, Chandra

    2016-12-01

    Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

  17. Journaling: An Effective Approach to Professional Development For Reflective Teachers

    Institute of Scientific and Technical Information of China (English)

    Wang Peng

    2008-01-01

    As a new curriculum reform program was put forward in China,higher standards for teachers were given that teachers must have a potential of reflective development.Continuing and effective professional development is a common concern of most teachers and professional educators.Effective professional development usually means that not only does it have immediate impact on the work of the professional educator,but it has a long lasting impact.Unfortunately,such effective professional development activities are rare and,in turn,costly to the organization.The purpose of this paper is to demonstrate a form of effective professional development which is not only economical but effective.That is the reflective journal.This article analyzes the application of Journal writing from these aspects of the definition,content and the procedures.

  18. An analysis of zoo and aquarium provided teacher professional development

    Science.gov (United States)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

  19. The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative

    National Research Council Canada - National Science Library

    Limin Jao; Douglas McDougall

    2015-01-01

    .... The Collaborative Teacher Inquiry Project was a professional development initiative that brought together educators from nine schools across four neighbouring school districts in Ontario seeking...

  20. Computer-Mediated Collaborative Projects as Professional Development Opportunities for Teachers

    Science.gov (United States)

    Shaughnessy, Julie; Purves, Ross; Jackson, Anita

    2008-01-01

    New technologies now offer teachers alternative models of collaboration with schools overseas, but how effective are they as professional development opportunities? The experiences of 18 specialist primary and secondary teachers in the Teachers' International Professional Development Programme who visited schools in the USA were investigated as…

  1. Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

    Science.gov (United States)

    Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

    2013-01-01

    The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…

  2. Impact of a Sustained Job-Embedded Professional Development Program on Classroom Technology Integration

    Science.gov (United States)

    Grashel, Mark A.

    2014-01-01

    The purpose of this single case study was to examine a grant-funded program of professional development (PD) at a small rural high school in Ohio. Evidence has shown that the current model of technology professional development in-service sessions has had little impact on classroom technology integration. This PD program focused on 21st Century…

  3. Aligning Evaluation Results and Professional Development: Driving Systemic Human Capital Management Reform

    Science.gov (United States)

    Behrstock-Sherratt, Ellen; Jacques, Catherine

    2012-01-01

    This brief provides district and other educational leaders with research-based information on aligning professional development policies with teacher evaluations to drive more comprehensive human capital management. First, this brief describes an aligned evaluation and professional development system. Next, it discusses existing models and…

  4. Computer-Mediated Collaborative Projects as Professional Development Opportunities for Teachers

    Science.gov (United States)

    Shaughnessy, Julie; Purves, Ross; Jackson, Anita

    2008-01-01

    New technologies now offer teachers alternative models of collaboration with schools overseas, but how effective are they as professional development opportunities? The experiences of 18 specialist primary and secondary teachers in the Teachers' International Professional Development Programme who visited schools in the USA were investigated as…

  5. Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

    Science.gov (United States)

    Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari

    2016-01-01

    "Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…

  6. The New Agent: A Qualitative Study to Strategically Adapt New Agent Professional Development

    Science.gov (United States)

    Baker, Lauri M.; Hadley, Gregg

    2014-01-01

    The qualitative study reported here assessed the needs of agents related to new agent professional development to improve the current model. Agents who participated in new agent professional development within the last 5 years were selected to participate in focus groups to determine concerns and continued needs. Agents enjoyed networking and…

  7. Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

    Science.gov (United States)

    Davis, Catherine Hofius

    2014-01-01

    Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

  8. Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development

    Science.gov (United States)

    Murphy, Janet; Lebans, Robert

    2009-01-01

    Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning…

  9. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    Science.gov (United States)

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  10. Technology Integration for Instructional Improvement: The Impact of Professional Development

    Science.gov (United States)

    Potter, Stephanie L.; Rockinson-Szapkiw, Amanda J.

    2012-01-01

    Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to…

  11. From Youth Worker Professional Development to Organizational Change

    Science.gov (United States)

    Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

    2013-01-01

    An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…

  12. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    Science.gov (United States)

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  13. Rhode Island Model Evaluation & Support System: Support Professional. Edition II

    Science.gov (United States)

    Rhode Island Department of Education, 2015

    2015-01-01

    Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work…

  14. Construct validity of the Moral Development Scale for Professionals (MDSP).

    Science.gov (United States)

    Söderhamn, Olle; Bjørnestad, John Olav; Skisland, Anne; Cliffordson, Christina

    2011-01-01

    The aim of this study was to investigate the construct validity of the Moral Development Scale for Professionals (MDSP) using structural equation modeling. The instrument is a 12-item self-report instrument, developed in the Scandinavian cultural context and based on Kohlberg's theory. A hypothesized simplex structure model underlying the MDSP was tested through structural equation modeling. Validity was also tested as the proportion of respondents older than 20 years that reached the highest moral level, which according to the theory should be small. A convenience sample of 339 nursing students with a mean age of 25.3 years participated. Results confirmed the simplex model structure, indicating that MDSP reflects a moral construct empirically organized from low to high. A minority of respondents >20 years of age (13.5%) scored more than 80% on the highest moral level. The findings support the construct validity of the MDSP and the stages and levels in Kohlberg's theory.

  15. Professional Development Strategies for Professional Staff within a Private University in a Middle Atlantic State

    Science.gov (United States)

    Lewis, Karen A.

    2011-01-01

    The purpose of this study was to examine the perceived level of skill development of professional staff (consisting of new professionals, midlevel managers, and senior administrators) at a private university in a Middle Atlantic state. The secondary purpose of this study was to determine the activities and methods respondents prefer to use to…

  16. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    Science.gov (United States)

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

  17. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  18. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  19. Secondary science teachers' view toward and classroom translation of sustained professional development

    Science.gov (United States)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  20. Individual Development of Professionalism in Educational Peer Group Supervision: A Multiple Case Study of GPs

    Directory of Open Access Journals (Sweden)

    Bibi Hølge-Hazelton

    2012-01-01

    Full Text Available Background. Research has shown that peer-group supervision can strengthen GPs’ professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two-dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest. Some participants learning processes were very linear/convergent; others were complex/divergent—starting out with a relatively simple objective, realizing how multifaceted the issue was after the first year leading to a final development of new perspectives or action possibilities. Conclusion. The composition of supervision groups, as well as the professional background of the supervisor, may play a significant role in the development of professional behaviour and professionalism.

  1. Individual Development of Professionalism in Educational Peer Group Supervision: A Multiple Case Study of GPs

    Science.gov (United States)

    Hølge-Hazelton, Bibi; Tulinius, Charlotte

    2012-01-01

    Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two-dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest. Some participants learning processes were very linear/convergent; others were complex/divergent—starting out with a relatively simple objective, realizing how multifaceted the issue was after the first year leading to a final development of new perspectives or action possibilities. Conclusion. The composition of supervision groups, as well as the professional background of the supervisor, may play a significant role in the development of professional behaviour and professionalism. PMID:22693669

  2. Professional Organizations As Drivers of Social Changes in Developing Countries

    Directory of Open Access Journals (Sweden)

    Andrei A. Yakovlev

    2016-09-01

    Full Text Available The present paper reviews the activity of professional organizations of advocates as a factor of transfer from limited access order to open access order, in terms of the theory of North, Wallis and Weingast. Using the analysis of the experience of advocates’ collective action in developing countries, the paper proposes a model explaining the process of mobilization of the legal community for countering the violations of the law by the ruling elite. It shows that collective action of advocates plays a significant role in implementing the principles of rule of law. However, the efficiency of such collective action in a particular country depends on the institutional capacity of its legal association (in terms of Doner & Schneider (2000 and on the position of the professional elite that is heading it. The elite of the advocates’ community in developing countries is confronted by a difficult choice between identifying itself with the national political elite and the need to respond to the demand of grass-roots members of the profession regularly encountering violations of the law by representatives of the authorities. On the example of various countries, we show, how the choice of professional elite leads to different scenarios, and make conclusions for the situation in Russia.

  3. The development of a constructivist socio cultural model of professional development from 1970s to 2011 O desenvolvimento de um modelo construtivista sociocultural de formação profissional: de 1970 a 2011

    Directory of Open Access Journals (Sweden)

    Harriett S. Stubbs

    2011-06-01

    Full Text Available SCI-LINK: A Model of Professional Development, had its earliest beginnings in the mid-1970s. A brief overview of this constructivist, sociocultural model is described, as referenced through many papers written as the model 'expanded' over time and incorporated other programs. SCI-LINK is a fluid model. Certain of its various projects and component parts have been addressed in publications spanning 1978 to the present. These components have focused on information requested by teachers about new environmental topics such as acid rain, air quality, water quality, harmful algal blooms, mosquito borne diseases, urbanization; on new technology applications such as geographic information systems (GIS, the Internet, use of computers in classrooms; or on personal development such as What is a leader? What exemplifies a good teacher? How can I take charge of my own growth and development? The SCI-LINK model is 'based on a conceptualization of professional development as the empowerment of individuals through a process in which they are given the tools and the opportunity to construct their own knowledge and meaning in a supportive social context." (HOWE; STUBBS, 1998¹, p.179.SCI-LINK: Um modelo de formação continuada de professores teve seu início em meados de 1970. Uma visão geral desse modelo construtivista sociocultural é descrito e referenciado por muitos artigos escritos, enquanto o modelo se expandia ao longo do tempo e incorporava outros programas. SCI-LINK é um modelo fluido. Seus vários projetos componentes e partes foram discutidos em publicações desde 1978 até o momento atual. Esses componentes focalizaram nas informações solicitadas pelos professores sobre novos tópicos ambientais como a chuva ácida, a qualidade do ar, da água, desenvolvimento exagerado de algas perigosas, doenças causadas por mosquitos, urbanização, novas aplicações tecnológicas como o Sistema de Informação Geográfica (GIS, a internet, o uso de

  4. Professional Identity Development: A Review of the Higher Education Literature

    Science.gov (United States)

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

    This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

  5. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  6. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    drs Marina Bouckaert-den Draak; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Maurice Schols; MEd Marly Gootzen

    2012-01-01

    Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

  7. professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    dr Rita Schildwacht; dr.ir. Quinta Kools; drs Maurice Schols; drs Marina Bouckaert-den Draak; MEd Marly Gootzen

    2012-01-01

    Professional development of teacher educators is an important issue. In order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof'. When it comes to professional development, very often people think of 'attending courses'. But

  8. Professional School Counselors' Career Development Practices and Continuing Education Needs

    Science.gov (United States)

    Anctil, Tina M.; Smith, Carol Klose; Schenck, Paulette; Dahir, Carol

    2012-01-01

    This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal-social and academic development. In addition, new professionals placed more priority on career counseling compared with their more…

  9. Providing Effective Professional Development: Lessons from the Eisenhower Program.

    Science.gov (United States)

    Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

    2003-01-01

    Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

  10. Mathematics Coaching: A New Kind of Professional Development

    Science.gov (United States)

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  11. Issues and Challenges in Financing Professional Development in Education.

    Science.gov (United States)

    Cohen, Carol E.

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report reflects and summarizes what the Finance Project learned during the planning year about both traditional systems of professional development and reform efforts and how they are financed, focusing on…

  12. Working with Novice Teachers: Challenges for Professional Development.

    Science.gov (United States)

    Barrett, Jeffrey; Jones, Graham; Mooney, Edward; Thornton, Carol; Cady, JoAnn; Guinee, Patricia; Olson, Jo

    2002-01-01

    Examines the classroom practice and beliefs of two novice elementary teachers during their first year of teaching and the first year of their involvement in a district-wide professional development project. Analyzes the challenges faced by the novice teachers and the professional developer who worked with them. Discusses the effects of teachers'…

  13. Team-Based Professional Development: A Process for School Reform

    Science.gov (United States)

    Witmer, Judith T.; Melnick, Steven A.

    2006-01-01

    In this book, the authors provide an overview of adult learning and its impact on professional development. The chapters provide a theoretical foundation along with practical advice on implementing team-based professional development among educators within school districts which will lead to true systemic reform. The following seven chapters are…

  14. The Evolution from Traditional to Online Professional Development: A Review

    Science.gov (United States)

    Elliott, Joshua C.

    2017-01-01

    Online professional development offers opportunities for growth to teachers who may not be able to participate otherwise due to constraints. These constraints include, but are not limited to, time and travel distance. This document is a narrative review of relevant literature as it relates to the evolution of teacher professional development. This…

  15. Prevalent Approaches to Professional Development in State 4-H Programs

    Science.gov (United States)

    Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley

    High-quality 4-H programming requires effective professional development of educators. Through a mixed methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person…

  16. Putting the PLE into PLD: Virtual Professional Learning and Development

    Science.gov (United States)

    Owen, Hazel

    2014-01-01

    The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

  17. Problem Solving in Student Police Officers' Professional Development

    Science.gov (United States)

    Zascerinska, Jelena; Zascerinskis, Mihails

    2011-01-01

    Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

  18. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  19. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  20. Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

    The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

  1. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  2. Understanding Undergraduate Professional Development Engagement and Its Impact

    Science.gov (United States)

    Blau, Gary; Snell, Corinne M.

    2013-01-01

    Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…

  3. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

    Science.gov (United States)

    Gonzalez Alonso, Gloria Amparo

    2009-01-01

    This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

  4. Professional Development and Teacher Change: The Missing Leadership Link

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

    Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

  5. Factors Driving Learner Success in Online Professional Development

    Science.gov (United States)

    Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

    2014-01-01

    This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…

  6. Do less effective teachers choose professional development does it matter?

    Science.gov (United States)

    Barrett, Nathan; Butler, J S; Toma, Eugenia F

    2012-10-01

    In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

  7. Professional Development: The Teacher's Perspective

    Science.gov (United States)

    Brown, Julie Miller

    2013-01-01

    The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

  8. The Squadron Commander’s Responsibility for Officer Professional Development

    Science.gov (United States)

    2014-02-13

    Squadron commanders (Sq/CCs), as Air Force leaders, have a duty to help create futureleaders. While officer professional development (OPD) is a duty...the Air Forces existing professional development construct. After describing these responsibilities, this paper concludes with three recommendations

  9. Delivering Online Professional Development in Mathematics to Rural Educators

    Science.gov (United States)

    Cady, Jo; Rearden, Kristin

    2009-01-01

    Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

  10. Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises

    Science.gov (United States)

    Stanley, Ann Marie

    2011-01-01

    Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors…

  11. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    Kools, Quinta; Gootzen, Marly; Schols, Maurice; Schildwacht, Rita; Bouckaert-den Draak, Marina

    2012-01-01

    Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

  12. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  13. Mathematics Coaching: A New Kind of Professional Development

    Science.gov (United States)

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  14. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  15. The Perceived Impact of Professional Development on the Development of Instructional Coaches

    Science.gov (United States)

    Steinbacher-Reed, Christina L.

    2012-01-01

    Over the past decade, instructional coaching has quickly asserted itself as one of the leading professional development models of the 21st Century. While there is a growing demand for instructional coaches, some believe that many coaches are not provided with the training they need to be effective in their new role (Brown, Stroh, Fouts, &…

  16. Continuing professional development for general practioners

    DEFF Research Database (Denmark)

    Tulinius, Charlotte; Hølge-Hazelton, Bibi

    2010-01-01

    OBJECTIVES: The profession of medicine has long been characterised by virtues such as authorisation, specialisation, autonomy, self-regulation and adherence to an ethical code of practice, and its complexity has granted it the privilege of self-regulation. Studies have shown continuing professional...

  17. The Development of Student Teachers' Professional Identity

    Science.gov (United States)

    Lamote, Carl; Engels, Nadine

    2010-01-01

    This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment…

  18. The Changing Roles Professional Development Program

    Science.gov (United States)

    A. Hermansen-Baez; N. Wulff

    2010-01-01

    As populations and urbanization expand in the Southern United States, human influences on forests and other natural areas are increasing. As a result, natural resource professionals are faced with complex challenges, such as managing smaller forest parcels for multiple benefits, and wildfire prevention and management in the wildland-urban interface (areas where urban...

  19. The views of mental health nurses on continuing professional development.

    Science.gov (United States)

    Cleary, Michelle; Horsfall, Jan; O'Hara-Aarons, Maureen; Jackson, Debra; Hunt, Glenn E

    2011-12-01

    To determine clinical mental health nurses' views and preferences about continuing professional development. Participation in continuing professional development is now expected for nurse and midwifery registration. However, it is unclear how clinically based mental health nurses view continuing professional development and its relevance to career intentions. Qualitative. Semi-structured face-to-face interviews with mental health nurses (n=50) drawn from inpatient mental health units. The most prominent factor identified through this research is that the majority of the fifty participants valued continuing professional development and sought more opportunities to participate. They particularly favoured in-house locally based sessions targeting patient-related clinical skills enhancement. Importantly, this interest in continuing professional development was not confined to new graduates needing to consolidate their skills. Work-based flexibility, the types of courses available and opportunities for study leave were also identified as important factors. Of the 50 nurses interviewed, 40% expressed a desire for continuing professional development vis-à-vis remaining in the service; 30% of nurses responded to the same question with an emphasis on the importance of collegial support amongst peers and management; and 30% of the nurses indicated their primary focus for continuing professional development was to further their tertiary studies. These results are not only timely given the requirements around continuing professional development, but are also important to drive improvements in quality continuing professional development where needs are prioritised, discussed and agreed on. Findings from this study highlight the value clinical nurses place on having access to work-based and clinically focussed education and development. Relevant on-the-job professional education has the potential to improve job satisfaction and retention of clinical nurses, thus ultimately

  20. Chapter 2: effective professional development???what we now know

    OpenAIRE

    Bechtel, Pamela A; O'Sullivan, Mary

    2006-01-01

    peer-reviewed There have been increased calls from around the world for greater commitments to designing professional development (PD) opportunities for practicing teachers. Three major forces are propelling this increased attention on PD: the education standards movement, professional organizations, and a call for research on teaching. First, the standards movement in education has highlighted the professional needs of teachers. Higher standards for both teachers and studen...

  1. Professional Sports Facilities, Franchises and Urban Economic Development

    OpenAIRE

    Dennis Coates; Brad R. Humphreys

    2003-01-01

    Local political and community leaders and the owners of professional sports teams frequently claim that professional sports facilities and franchises are important engines of economic development in urban areas. These structures and teams allegedly contribute millions of dollars of net new spending annually and create hundreds of new jobs, and provide justification for hundreds of millions of dollars of public subsidies for the construction of many new professional sports facilities in the Un...

  2. Professional Development Program Aimed at Physicians to Develop Drug Utilization Studies

    Directory of Open Access Journals (Sweden)

    Yacelis Dahilet Cisneros Nápoles

    2014-04-01

    Full Text Available Background: one of the deficiencies presented by physicians in their professional activity is related to the development of drug utilization studies. Objective: to design a professional development program aimed at physicians to develop drug utilization studies. Methods: an educational research was conducted at the Faculty of Medical Sciences of Cienfuegos during the 2011-2012 academic year. Theoretical methods such as the analytic-synthetic, the inductive-deductive, the historical-logical, modeling and system approach were used in the methodological and theoretical process. Results: the program aims at training physicians to develop drug utilization studies and its contents include: drug-related problems; criteria for selecting a drug in the prescription process; Pharmacoepidemiology; objectives, types of studies, characteristics and steps for the design and development of drug utilization studies; drug therapy and aspects on the selection and analysis of drug information sources. The methods are based on reflection and research itself developed by physicians during the activities for their professional development. Discussion and presentation of essays and research projects will be used to assess learning in the program, which integrates forms of professional development including specialized conferences, self-study, postgraduate courses, workshops and consultancies. Conclusions: the program serves as a reference to design the different activities required to train physicians for the development of drug utilization studies and it can be integrated in the graduate strategy of the university.

  3. Research Capacity Building through Professional Development for K-12 Teachers

    Science.gov (United States)

    Sparrow, E. B.; Cable, J.; Bolton, W. R.

    2014-12-01

    Engaging teachers in field research provides opportunities to learn and use the knowledge and skills in the eight practices of science and engineering emphasized in the Next Generation Science Standards. At Global Learning and Observations to Benefit the Environment (GLOBE) professional development workshops for teachers in Alaska, we use a professional development model that we developed in the Seasons and Biomes Project. Daily activities integrate an earth system and interdisciplinary approach, science content and processes based on GLOBE measurement protocols in various fields of investigations such as weather and climate, hydrology, land cover, phenology, and soils, best teaching practices such as inquiry, and a model for student science research investigation. Besides learning and practicing the measurement protocols and the steps in conducting a science investigation inside and outside the workshop classroom, teachers conduct field research with scientists studying the ecosystems of a deciduous forest and a black spruce forest. In addition to enhancing science content and practices learning, assessment results and student work indicate increased research capacity when the trained teachers return to their classroom and engage their students in ongoing regional or global research investigations as well as in conducting their own studies at or close to their schools.

  4. A Mixed-Method Analysis of the Alignment of Title I Achieving Schools' Professional Development to NCLB Professional Development Provisions

    Science.gov (United States)

    Quinn, Kerry

    2013-01-01

    The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based…

  5. Developing and Assessing the Life Challenges Teacher Inventory for Teachers' Professional Growth

    Science.gov (United States)

    Iluz, Shira; Michalsky, Tova; Kramarski, Bracha

    2012-01-01

    Based on the prerequisite role of teachers' professional development for students' progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students' competencies for life challenges to teachers' professional context by creating a reliable, valid questionnaire based on the three…

  6. Multilevel Boundary Crossing in a Professional Development School Partnership

    NARCIS (Netherlands)

    Akkerman, Sanne; Bruining, Ton

    2016-01-01

    This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schoo

  7. Foreign Language Teachers' Professional Development in Information Age

    Science.gov (United States)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  8. Integrating Professional Development across the Curriculum: An Effectiveness Study

    Science.gov (United States)

    Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

    2016-01-01

    The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

  9. History and Future of Professional Development Schools in Kansas

    Science.gov (United States)

    Mercer, Debbie; Myers, Scott

    2014-01-01

    This article provides a history of the Professional Development School (PDS) movement in Kansas, as well as the major influences and challenges ahead as partnerships continue to grow and adapt. Mercer and Myers highlight the Kansas State Department of Education's (KSDE's) engagement in dialogue about the professional learning continuum of licensed…

  10. Exploring Professional Development Practices for Vocational Education and Training Practitioners

    Science.gov (United States)

    Williams, Kim

    2009-01-01

    This paper addresses the practice of professional development within the Vocational Education and Training (VET) arena. The study object was to gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice. The study was…

  11. Portfolios and Professional Development in the Health Professions.

    Science.gov (United States)

    Jensen, Gail M.; Saylor, Coleen

    The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional…

  12. Teacher Activist Organizations and the Development of Professional Agency

    Science.gov (United States)

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

    Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

  13. Professional Development for Teacher Trainers: A Materials Writing Approach.

    Science.gov (United States)

    Kiely, Richard

    1996-01-01

    Evaluates a materials writing approach to professional development in English language teaching (ELT). The context is the training of teacher trainers, and the specific focus is a United Kingdom course for ELT professionals from Polish teacher training institutions. The article describes the background to the course, analyzes teacher training…

  14. Principal's Perceptions of Effective Professional Development in Schools

    Science.gov (United States)

    Brown, Crystal; Militello, Matthew

    2016-01-01

    Purpose: Principals play a pivotal role in teachers' professional growth, which impacts student outcomes. The purpose of this paper is to understand the perceptions principals have about effective elements of professional development (PD) and the role they play in facilitating the growth of teachers, and how this affects student learning.…

  15. Optics professional development in North Carolina

    Science.gov (United States)

    Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere

    2010-08-01

    Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

  16. The Learning Effects of a Multidisciplinary Professional Development Programme

    Science.gov (United States)

    Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees

    2013-12-01

    Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in Prof Dev Educ 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students' prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers' professional growth in different learning areas.

  17. Hospital chief executive officer perspective on professional development activities.

    Science.gov (United States)

    Khaliq, Amir A; Walston, Stephen L

    2010-01-01

    A study was undertaken to develop understanding of hospital chief executive officers' (CEOs') perspectives concerning importance and impact of professional development activities in US hospitals. It was also intended to reveal CEO preferences for various modalities of professional development including membership in professional societies, attainment of credentials, and coaching by mentors. A mail survey of 582 hospital CEOs made use of a pilot-tested questionnaire with 30 close ended multipart questions. Results showed that most CEOs assigned a high level of importance to professional development and favored conferences, seminars, and networking opportunities, but low priority assigned to online activities such as webinars. They reported lending support to senior managers for participation in these activities by providing financial resources and by allowing time off to engage in these activities. The respondents indicated that the importance of various modalities of professional development has either increased or remained high over the recent 5 years. Conclusions suggest that verifiable quantitative data are needed for understanding of the frequency of participation and resource commitment of health care organizations toward the professional development of CEOs and senior managers. The results of this perceptual study reveal a high level of importance accorded to various forms of professional development activities by the participating CEOs.

  18. A Review of Contemporary Ethical Decision-Making Models for Mental Health Professionals

    Science.gov (United States)

    Francis, Perry C.

    2015-01-01

    Mental health professionals are faced with increasingly complex ethical decisions that are impacted by culture, personal and professional values, and the contexts in which they and their clients inhabit. This article presents the reasons for developing and implementing multiple ethical decision making models and reviews four models that address…

  19. Individual Development of Professionalism in Educational Peer Group Supervision: A Multiple Case Study of GPs

    DEFF Research Database (Denmark)

    Holge-Hazelton, B.; Tulinius, Anne-Charlotte

    2012-01-01

    Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values of profe......Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values...... of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two......-dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest...

  20. PROFESSIONAL DEVELOPMENT AS A MOTIVATOR OF GENERATION Y

    Directory of Open Access Journals (Sweden)

    Krystyna Kmiotek

    2014-07-01

    Full Text Available Along with Generation Y entering the market place, the human resources specialists have selected significant generation differences.  The generations vary in values, expectations, approach to work, supervisors, and organization.  These differences are very important for human resources management improvement as well as the motivation system in a company.  The existing survey shows that Generation Y greatly appreciates the possibilities of professional development at work and it is important inducement for young employees.  The aim of the article is to identify the approach of Polish Generation Y to their professional development and confirm that companies have to offer suitable conditions for professional development to attract and maintain the biggest talents.  Based on the questionnaire survey conducted among generation Y employees, we attempt to answer the following questions: “is the possibility of professional development the most important motivator?” “Could the lack of the company support for professional development be the reason for giving up the job?” “How does Generation Y take care of their own professional development?” The research shows that the possibility of professional development is not the most important motivation factor for Polish generation Y; this is because they value family, personal relations, and time for their passions or relaxation more.  In fact, these factors are more valuable for Generation Y than money and work.  Furthermore, for young employees the lack of support in professional development by the organization is an important aspect that could cause them to leave the organization.  Despite good preparation for work, generation Y employees still pursue further education, while working, in order to enhance their professional development.  Human resource management practice in Polish companies should consider these conclusions under the scope of motivation system and talent management.

  1. The Factors that Affect Science Teachers' Participation in Professional Development

    Science.gov (United States)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

  2. From youth worker professional development to organizational change.

    Science.gov (United States)

    Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

    2013-01-01

    An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of Minnesota to offer higher-quality services to youth for their healthy development. Its underlying philosophies and ethos included building and sustaining meaningful relationships, cocreating a space for learning and change, becoming a reflecting practitioner, and community organizing. This professional development responded to the participants' interests and needs or to local situations in that moment, that space, and the discussions, and took on different shapes at different times. There were many accomplishments of, challenges and barriers to, and lessons learned from this professional development.

  3. A Systematic Review (SR) of the Effective Continuing Professional Development (CPD) Training of Welfare Professionals

    DEFF Research Database (Denmark)

    Torgerson, Carole; Nielsen, Chantal Pohl; Gascoine, Louise

    2017-01-01

    The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy...... makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality...... of teaching and, by implication, the quality of continuing professional development (CPD). Conversely, a potential barrier to achieving these education and welfare aspirations is the variable quality of the professional training delivered to the educational and/or welfare practitioners, which could mean...

  4. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  5. Hidden Dimensions in the Professional Development of Mathematics Teachers

    CERN Document Server

    Roesken, B

    2011-01-01

    Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical

  6. Development and Integration of Professional Core Values Among Practicing Clinicians.

    Science.gov (United States)

    McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

    2016-09-01

    The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values. However, evidence related to the integration of these core values into practice is limited. The aims of this study were: (1) to gain insight into physical therapists' development of professional core values and (2) to gain insight into participants' integration of professional core values into clinical practice. A qualitative design permitted in-depth exploration of the development and integration of the American Physical Therapy Association's professional core values into physical therapist practice. Twenty practicing physical therapists were purposefully selected to explore the role of varied professional, postprofessional, and continuing education experiences related to exposure to professional values. The Core Values Self-Assessment and résumé sort served as prompts for reflection via semistructured interviews. Three themes were identified: (1) personal values were the foundation for developing professional values, which were further shaped by academic and clinical experiences, (2) core values were integrated into practice independent of practice setting and varied career paths, and (3) participants described the following professional core values as well integrated into their practice: integrity, compassion/caring, and accountability. Social responsibility was an area consistently identified as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-based document developed through a Delphi process. Future studies to establish reliability and construct validity of the tool may be warranted. Gaining an in-depth understanding of how practicing clinicians incorporate professional core values into clinical practice may shed light on the relationship between core values mastery and its impact on patient care. Findings may

  7. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  8. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  9. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Directory of Open Access Journals (Sweden)

    Avshenyuk Natalia

    2014-06-01

    Full Text Available Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

  10. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    Science.gov (United States)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  11. Education and training for records management in the electronic environment - the (research for an appropriate model. Professional development, Training, Education, Models, Records management

    Directory of Open Access Journals (Sweden)

    McLeod J.

    2004-01-01

    Full Text Available Managing records in the e-environment constitutes a complex and challenging strategic issue for all organizations because IT systems shape business operations and the nature and management of the records they generate. IT personnel, administrators, archivists, records creators and users, as well as records managers, must work in partnership to ensure the authenticity, reliability, integrity, and ongoing usability of records. Education and training provision must evolve to fulfil the needs of all of these players in this complex environment. Everyone needs a macro-level understanding, combined with micro-level knowledge and practical skills, determined by their role, responsibility and level of systems interface. This matrix of horizontal and vertical mappings defines a pathway tailored to the individual's recordkeeping role. The requirement is holistic not atomistic, because it is integrated with the business processes. This study critically evaluates existing initiatives and initial results of a doctoral study searching for a best practice model.

  12. Opportunity for Tourism Professional Development in Indonesia

    Directory of Open Access Journals (Sweden)

    Menara Simanjuntak

    2013-05-01

    Full Text Available This study focused on opportunities related to the professional growth of tourism in Indonesia at this time and in the future. The proportion of workers in the tourism sector, including the fourth largest after agriculture, manufacturing and non-manufacturing, tends to grow very fast, because tourists visiting Indonesia will increase sharply in coming years. The purpose of this study is to provide advice to the government, tourism, and educational institutions in Indonesia's tourism industry together, and to support each other to improve the quality and quantity of human resources in tourism in the present and the future in Indonesia. Data and information gathered from various sources perform literature review and discussion of the need for professional projections based on existing data and information and resume discussions and depth interview with lecturer of tourism and a SWOT analysis as a qualitative analysis. This study gave recommendation that Indonesia needs to improve the quantity and quality of human resources in tourism to become the domain of educational institutions, ranging from tourism vocational high school, Academy, College, and Tourism Courses at the University. Therefore the government should seriously facilitate the tourism educational institutions to achieve quality accreditation as required.

  13. Construct validity of the Moral Development Scale for Professionals (MDSP

    Directory of Open Access Journals (Sweden)

    Söderhamn O

    2011-05-01

    Full Text Available Olle Söderhamn1,2, John Olav Bjørnestad1, Anne Skisland1, Christina Cliffordson21Faculty of Health and Sport Sciences, University of Agder, Grimstad and Kristiansand, Norway; 2Department of Nursing, Health and Culture, University West, Trollhättan, SwedenAbstract: The aim of this study was to investigate the construct validity of the Moral Development Scale for Professionals (MDSP using structural equation modeling. The instrument is a 12-item self-report instrument, developed in the Scandinavian cultural context and based on Kohlberg’s theory. A hypothesized simplex structure model underlying the MDSP was tested through structural equation modeling. Validity was also tested as the proportion of respondents older than 20 years that reached the highest moral level, which according to the theory should be small. A convenience sample of 339 nursing students with a mean age of 25.3 years participated. Results confirmed the simplex model structure, indicating that MDSP reflects a moral construct empirically organized from low to high. A minority of respondents >20 years of age (13.5% scored more than 80% on the highest moral level. The findings support the construct validity of the MDSP and the stages and levels in Kohlberg’s theory.Keywords: Kohlberg, scale testing, simplex structure model, structural equation modeling

  14. Development and Integration of Professional Core Values Among Practicing Clinicians

    National Research Council Canada - National Science Library

    McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

    2016-01-01

    The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values...

  15. Evaluation of Professional Development for Language Teachers in California.

    Science.gov (United States)

    Lozano, Albert S.; Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.

    2002-01-01

    Describes the origin and rationale of the California Foreign Language Project, a professional development project designed to improve and expand foreign language teaching in California while promoting access and equity within educational institutions for every student. (Author/VWL)

  16. Beginner teacher professional development: An action research and ...

    African Journals Online (AJOL)

    Tanya

    Keywords: Action research; learning styles; mentoring practice; professional development; teaching practice; teaching styles ... As the focus is on the 'self' my reporting is presented in the form ..... institution in which one works, and to making a.

  17. Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors

    Science.gov (United States)

    Prather, Edward E.; Brissenden, Gina

    Professional development for astronomy instructors largely focuses on enhancing their understanding of the limitations of professor-centered lectures while also increasing awareness and better implementation of learning strategies that promote a learner-centered classroom environment. Given how difficult it is to get instructors to implement well-developed and innovative teaching ideas, even when these instructors are supplied with significant and compelling education research data, one must wonder what is missing from the most commonly used professional development experiences. This article proposes a learner- centered approach to professional development for college instructors, which we call situated apprenticeship. This novel approach purposely goes beyond simple awareness building and conventional modeling, challenging instructors to actively engage themselves in practicing teaching strategies in an environment of peer review in which participants offer suggestions and critiques of each other's implementation. Through this learner-centered teaching and evaluation experience, instructors' preexisting conceptual and pedagogical understandings of a particular instructional strategy are brought forth and examined in an effort to promote a real change of practice that positively impacts both their core pedagogical content knowledge and their skills in successfully implementing these teaching strategies. We believe that the adoption of our situated apprenticeship approach for professional development will increase the frequency and success of college instructors' implementation of research-validated instructional strategies for interactive learning.

  18. Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

    Directory of Open Access Journals (Sweden)

    Kathleen P. King

    2011-12-01

    Full Text Available In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phenomenon. The significance of the research includes purposefully facilitating professional learning through informal learning contexts, including social media and online communities beyond technology-centric fields. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education.

  19. Clinical professional governance for detailed clinical models.

    Science.gov (United States)

    Goossen, William; Goossen-Baremans, Anneke

    2013-01-01

    This chapter describes the need for Detailed Clinical Models for contemporary Electronic Health Systems, data exchange and data reuse. It starts with an explanation of the components related to Detailed Clinical Models with a brief summary of knowledge representation, including terminologies representing clinic relevant "things" in the real world, and information models that abstract these in order to let computers process data about these things. Next, Detailed Clinical Models are defined and their purpose is described. It builds on existing developments around the world and accumulates in current work to create a technical specification at the level of the International Standards Organization. The core components of properly expressed Detailed Clinical Models are illustrated, including clinical knowledge and context, data element specification, code bindings to terminologies and meta-information about authors, versioning among others. Detailed Clinical Models to date are heavily based on user requirements and specify the conceptual and logical levels of modelling. It is not precise enough for specific implementations, which requires an additional step. However, this allows Detailed Clinical Models to serve as specifications for many different kinds of implementations. Examples of Detailed Clinical Models are presented both in text and in Unified Modelling Language. Detailed Clinical Models can be positioned in health information architectures, where they serve at the most detailed granular level. The chapter ends with examples of projects that create and deploy Detailed Clinical Models. All have in common that they can often reuse materials from earlier projects, and that strict governance of these models is essential to use them safely in health care information and communication technology. Clinical validation is one point of such governance, and model testing another. The Plan Do Check Act cycle can be applied for governance of Detailed Clinical Models

  20. Professional development and the informal curriculum in end-of-life care.

    Science.gov (United States)

    Baker, Megan; Wrubel, Judith; Rabow, Michael W

    2011-09-01

    Although professionalism has emerged as a key competency for today's physicians, there exists little insight into how best to teach medical students the relevant skills or instill in them the commitment required to practice according to the highest professional standards. Ten UCSF medical students were interviewed at three time points (second, third, and fourth years of school). Interviews focused on students' learning and development regarding end-of-life care (EOLC). Students described varying steps in their professional development from their second to fourth years of school, including feeling confused about the definition of professionalism and integrating their personal and professional identities. In addition to professional development, four other themes contributed to the development of medical student understanding of how to provide EOLC as a professional: (1) curricular discordance, (2) role models, (3) the tightrope between trained versus human reactions, and (4) ethical dilemmas. These five themes represent dilemmas that students often learned how to respond to over the course of school. Professional development in EOLC required the acquisition of skills necessary to balance the tension between and navigate conflicting messages present in medical student training.

  1. Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

    Science.gov (United States)

    Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

    2015-10-01

    While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

  2. Exploration and Practice on Business Japanese Professional Development Model in Vocational Colleges%高职院校商务日语专业培养模式的探索与实践

    Institute of Scientific and Technical Information of China (English)

    杨月琴

    2011-01-01

    根据专业特点,围绕培养目标,探索并实践培养模式,对培养出适应社会需求的高职商务日语专业技能型复合人才具有重要意义。笔者在实践的基础上,探索出以就业为导向,"语言交际能力"和"商务管理与商务操作能力"两个课程模块并重,贯穿校企合作、工学结合的培养形式,造就高职商务日语专业应用型复合人才的培养模式。%According to professional characteristics,around the training objectives,explore and practice training model,is import-ant to adapt to the needs of the community to develop vocational skills in Japanese-type composite business professionals.In prac-tice,on the basis of the author to explore the employment-oriented,"communication skills" and "business management and business operational capability" two course modules both run through the school-enterprise cooperation,integration of engineering training in the form,creating vocational Business Japanese professional applications,the training model compound.

  3. Assessing the interactivity and prescriptiveness of faculty professional development workshops: The Real-Time Professional Development Observation Tool (R-PDOT)

    CERN Document Server

    Olmstead, Alice

    2016-01-01

    Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well-established in classroom contexts, such as the role of interactivity in enabling student learning. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to activity support workshop leaders in relating their design decisions to familiar ideas form other educational contexts. In response to these needs, we have developed an observation tool, the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement dur...

  4. Developing Professional Identity in an Online Learning Environment

    DEFF Research Database (Denmark)

    Horn, Line Helverskov

    2015-01-01

    identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM......From a socio-cultural perspective, the development of a professional identity is an on-going process that is social in nature and negotiated in communities of practice (Wenger, 1998). Internships in higher education function as such communities of practice, with an improved sense of professional...... for designing educational activities with this purpose....

  5. Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios.

    OpenAIRE

    Ahmed, Ejaz; Ward, Rupert

    2016-01-01

    This research investigates factors that influence students’ intentions to use personal, academic and professional development portfolios using a theoretical model based on the Decomposed Theory of Planned Behaviour (DTPB). Electronic portfolios (e-portfolios) are important pedagogical tools and a substantial amount of literature supports their role in personal, academic and professional development. However, achieving students’ acceptance of e-portfolios is still a challenge for higher educat...

  6. Increasing the Angle of Educational Reform in Pakistan through Professional Development

    Directory of Open Access Journals (Sweden)

    Alan Wheeler

    2004-07-01

    Full Text Available This paper documents the development of a “grassroots” teacher professional development model from Pakistan and region designed around three critical aspects: (a the impact on classroom teaching and learning, (b the provision for capacity building, and (c a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.

  7. 78 FR 77442 - Agency Information Collection Activities; Comment Request; The Impact of Professional Development...

    Science.gov (United States)

    2013-12-23

    ... Agency Information Collection Activities; Comment Request; The Impact of Professional Development in... of Collection: The Impact of Professional Development in Fractions for Fourth Grade. OMB Control... impact of professional development in fractions for fourth grade teachers on student achievement and...

  8. 76 FR 50199 - National Center To Enhance the Professional Development of School Personnel Who Share...

    Science.gov (United States)

    2011-08-12

    ... National Center To Enhance the Professional Development of School Personnel Who Share Responsibility for... to Enhance the Professional Development of School Personnel Who Share Responsibility for Improving... Center to Enhance the Professional Development of School Personnel Who ] Share Responsibility for...

  9. Analysis of embedding teacher leadership in professional development

    Science.gov (United States)

    Martinez, Joseph Derek

    This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect structure which required the participating science teachers to present their own Microcosmos professional development workshop to colleagues subsequent to their receiving instruction at Boston University. A qualitative methodology was used, involving 15 science teachers. The primary data source was semi-structured interviews. Secondary data sources were documents submitted to the program by the teachers and observations of their physical classrooms. The data was examined for evidence of 3 attitudes (acceptance of the program's curriculum and philosophy, an enthusiasm for sharing knowledge, a degree of comfort with the biological content) and 6 behaviors (having self-initiative, having a social personality, being an effective communicator, using community resources, having political savvy, having a desire to learn). There were two major findings. First, after fulfilling the requirement of the NSF grant, 7 of the 9 teachers with no prior experience presenting professional development presented additional professional development to colleagues. The most important attitudes influencing this new capability were: an acceptance of the Microcosmos philosophy and curriculum; and having a degree of comfort with the biological content. The most important behaviors were: having a desire to learn, being an effective communicator, and having self-initiative. Six attributes of the Microcosmos professional development program are described which encouraged this teacher leader role. The second finding was that the 15

  10. Developing Professional Competences in Higher Education. A Case Study

    Directory of Open Access Journals (Sweden)

    Carolina Ugarte

    2010-08-01

    Full Text Available This article first discusses the emergence of higher education as an appropriate environment for approaching the task of educating in the widest sense of the word. It then examines the possibility of developing specific professional competences in higher education by means of a teaching experience that has been ongoing for over ten years: the course entitled Training in professional competences (I and II. The study ends by showing how this blended learning course, which makes full use of participative methodologies, promotes the development of professional competences including knowledge, attitudes and skills, and also encourages students to acquire intellectual and participative competences which raise their awareness and enable them to play an active role in their professional and social advancement.

  11. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

    Directory of Open Access Journals (Sweden)

    Ummi Nurul Muslimah

    2016-07-01

    Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

  12. LEARNING ASSESSMENT AND PROFESSIONAL DEVELOPMENT ON ENGLISH LANGUAGE TEACHING PROFESSORS

    OpenAIRE

    2016-01-01

    The present research investigates the professional progress of English language teachers related to the language assessment and teaching methodologies and represents a theoretical planning of the field of curriculum and assessment in English Language Teaching and its effect in terms of professional and qualified development. Assessment is an essential section of the educational process, as it controls whether or not the goals of instruction are being achieved. Assessment influences decisions ...

  13. Continuing professional development for Physician Associates in primary care.

    Science.gov (United States)

    Howie, Neil

    2017-07-01

    The Physician Associate role is relatively new to the United Kingdom and is currently undergoing a period of significant expansion. This includes an aim of 1000 PAs working in primary care by 2020. The profession has specific continuing professional development requirements which need to be addressed. These requirements can be met through the deployment of some well established pedagogical strategies which are already in use for junior doctors and allied health professionals.

  14. Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

    Science.gov (United States)

    Campana, Joe

    2014-01-01

    Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

  15. Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

    Science.gov (United States)

    Campana, Joe

    2014-01-01

    Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

  16. Supporting Teachers' Understandings of Function through Online Professional Development

    Science.gov (United States)

    Silverman, Jason

    2017-01-01

    This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

  17. The Explicit Teaching of Reading Comprehension in Science Class: A Pilot Professional Development Program

    Science.gov (United States)

    Concannon-Gibney, Tara; McCarthy, Mary Jean

    2012-01-01

    This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, ("Do-Read-Do") which attempts to embed the explicit teaching of reading comprehension strategies…

  18. An Analysis of Teacher's Professional Development of Higher Vocational Education

    Institute of Scientific and Technical Information of China (English)

    莫艳萍

    2016-01-01

    Teachers are the backbones of any educational institutions. They not only play vital roles in students'development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students—learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions:What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of high-er vocational education directly influence the higher vocational teacher's professional development;therefore, it must be nur-tured and promoted for the development of all the stakeholders of learning institutions–students, teachers, management staff, the learning institution itself, and the nation as a whole.

  19. Professional SharePoint 2013 development

    CERN Document Server

    Alirezaei, Reza; Ranlett, Matt; Hillier, Scot; Wilson, Brian; Fried, Jeff; Swider, Paul

    2013-01-01

    Thorough coverage of development in SharePoint 2013 A team of well-known Microsoft MVPs joins forces in this fully updated resource, providing you with in-depth coverage of development tools in the latest iteration of the immensely popular SharePoint. From building solutions to building custom workflow and content management applications, this book shares field-tested best practices on all aspect of SharePoint 2013 development. Offers a thorough look at Windows Azure and SharePoint 2013Includes new chapters on Application Life Cycle Management, developing apps in ShareP

  20. programme to the professional development of teachers

    African Journals Online (AJOL)

    skills and values required to take action for the environment. ... development in one aspect cannot proceed unless the other aspects develop also. ..... namely, participants' positive reactions to the programme, their learning through the ... ces between herbivores, carnivores and omnivores, with specific examples, were very.

  1. The Use of the Professional Standard as a Tool for Professional Development

    NARCIS (Netherlands)

    Kools, Quinta; van de Reijt, Veronique

    2013-01-01

    Research topic/aim The professional development of teacher educators (T Eds) is increasingly being recognised as a topic of paramount importance, partly caused by the attention for the lifelong learning of those responsible for teaching student teachers. In this presentation we focus on the profe

  2. Differentiated Rewards as an Enticement to Display and Develop More Professionalism in Higher Professional Education

    NARCIS (Netherlands)

    Jol Stoffers; Erik Canisius

    2015-01-01

    This research investigates to what extent lecturers at universities of applied sciences do regard differentiated rewards(intended to develop and/or display professionalism)to be fair, and to what extent, and in which form, do these stimulate their willingness to (further) professionalise and/or

  3. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  4. The Training Model and Development Route of Market-oriented Professional Farmers%"市场+"新型职业农民培训模式及其发展路径

    Institute of Scientific and Technical Information of China (English)

    李彬

    2016-01-01

    To cultivate new professional farmers is a key way for rural labor devel-opment, resolving existing problems such as how to farming. It is notable that gov-ernment and market take advantages in training of new professional farmers. There-fore, it is necessary to guarantee government and market playing the roles. The re-search explored market-oriented farmer training model and the characteristics and in-vestigated training routes for new professional farmers.%新型职业农民是农村人力资源开发的重要途径,是解决"谁来种地"、"如何种好地"的关键问题。新型职业农民培训中政府和市场各具优势,既要发挥政府在培训中的主导作用,更应通过市场机制,发挥市场在新型职业农民培训中不可或缺的重要补充作用。本文总结了"市场+"驱动型典型农民培训模式及其特点,并在借鉴国内外农民培训经验的基础上,探索了促进我国新型职业农民培训实现路径。

  5. Evaluating a Graduate Professional Development Program for Informal Science Educators

    Science.gov (United States)

    Lake, Jeremy Paul

    This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

  6. Professional JavaScript for Web Developers

    CERN Document Server

    Zakas, Nicholas C

    2011-01-01

    A significant update to a bestselling JavaScript book As the key scripting language for the web, JavaScript is supported by every modern web browser and allows developers to create client-side scripts that take advantage of features such as animating the canvas tag and enabling client-side storage and application caches. After an in-depth introduction to the JavaScript language, this updated edition of a bestseller progresses to break down how JavaScript is applied for web development using the latest web development technologies. Veteran author and JavaScript guru Nicholas Zakas shows how Jav

  7. Professional NFC application development for Android

    CERN Document Server

    Coskun, Vedat; Ozdenizci, Busra

    2013-01-01

    A practical guide to developing and deploying Near Field Communication (NFC) applications There has been little practical guidance available on NFC programming, until now. If you're a programmer or developer, get this unique and detailed book and start creating apps for this exciting technology. NFC enables contactless mobile communication between two NFC-compatible devices. It's what allows customers to pay for purchases by swiping their smartphones with Google Wallet, for example. This book shows you how to develop NFC applications for Android, for all NFC operating modes: reader

  8. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education ... South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education ... Similarly, it fails to support social innovation as a response to environment and ...

  9. Best Practices in Teachers’ Professional Development in the United States

    Directory of Open Access Journals (Sweden)

    Laura M. Desimone

    2015-11-01

    Full Text Available This paper discusses best practices in teachers’ professional development (PD in the United States (U.S.. We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b teachers vary in response to the same PD; (c PD is more successful when it is explicitly linked to classroom lessons; (d PD research and implementation must allow for urban contexts (e.g., student and teacher mobility; and (e leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.

  10. Professional Development of Employees and Performance of SMEs in Romania

    Directory of Open Access Journals (Sweden)

    BERCU Ana-Maria

    2013-05-01

    Full Text Available One of the major factors which make the functionality and increasing economic and financial performance of SMEs is the professional development of human resources through their specific activity because these companies must continually adapt to changes in the economic and socio-professional. Also, training of employees is a major challenge for SMEs in the context of intensifying competition between firms. The added value of our study is mainly attributed at a coherent analysis of interconnections between the professional development of employees and the economic and financial performance of SMEs and how vital is the need to intensify concerns of national and European authorities to initiate and support SMEs to develop training and human resource development.

  11. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

  12. Factors Influencing Teachers' Professional Competence Development

    Science.gov (United States)

    Grangeat, Michel; Gray, Peter

    2007-01-01

    This article aims to increase understanding and knowledge concerning teachers' competence enhancement. Models used in industrial contexts are analysed in order to elaborate a framework relevant to understand teachers' learning. This specifies components of the work environment that are mobilised by teachers in order to achieve their goals. It is…

  13. Enabling professionals to change practices aimed at tackling social inequality through professional development

    DEFF Research Database (Denmark)

    Jensen, Bente; Brandi, Ulrik

    2017-01-01

    Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine the i...... inequality. The study emphasises that practices are enhanced through professional development that makes sense for participants, is organised in communities of practices (CoP) and communities of innovation (CoI), and is facilitated and integrated in entire ECEC systems......Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine...... the impact of a professional development programme on changing practices that can address social inequality in ECEC. The article explores how a professional development programme, VIDA, can contribute to enabling professionals in enhancing the change potentials in ECEC, with a view to enhancing the learning...

  14. The Impact of a Professional Development Program on Teachers' Understandings about Watersheds, Water Quality, and Stream Monitoring.

    Science.gov (United States)

    Shepardson, Daniel P.; Harbor, Jon; Cooper, Barbara; McDonald, Jim

    2002-01-01

    Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. Reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. (Author/YDS)

  15. Exploring Professional Identity in Response to Curriculum Reform and Professional Development: The Teaching Life Stories of Chemistry Teachers

    Science.gov (United States)

    Peters, Gayle D.

    This study contributes to the existing literature in teacher education on teacher professional identity (Beijaard, Meijer & Verloop, 2004; Lamote & Engels, 2010; Rots, 2007), particularly in response to curriculum change and professional development. It proposes to offer a much better understanding of how chemistry teachers’ professional identities have evolved through their school and work experiences, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following the introduction of the latest chemistry curricula in Manitoba. These latest chemistry curricula advocate for a more learner focused 'tetrahedral orientation' (Mahaffy, 2004) teaching practice that supports chemistry learning through the use of Johnstone's (1991) three modes of representation - the symbolic, macroscopic and molecular levels - as well as a human element dimension. This study also aims to identify how teachers' professional identities have evolved following their participation in long-term professional development offered by teacher educators at the University of Manitoba. Additionally, this study aims to determine whether teachers feel they have experienced tensions associated with their beliefs about teaching and learning and their current teaching practices as a result of sustained professional development. Finally, this study aims to determine whether the curriculum changes and associated professional development have led teachers to think about and reflect more on their teaching practice and whether this has led to a change in their beliefs about teaching and learning and their teaching practice. Urie Bronfenbrenner's (1979) Model of the Ecology of Human Development was used as a theoretical framework for this study. This study was informed by semi-structured interviews involving 32 teachers of chemistry that were conducted

  16. Teacher Professional Development in Singapore: Depicting the Landscape

    Directory of Open Access Journals (Sweden)

    Teacher Professional Development in Singapore: Depicting the Landscape

    2015-11-01

    Full Text Available This article depicts the landscape of teacher professional development (PD in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE. We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study. Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC. We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.

  17. Exploring Elements That Support Teachers Engagement in Online Professional Development

    Directory of Open Access Journals (Sweden)

    Sarah Prestridge

    2015-06-01

    Full Text Available This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.

  18. Designing Education for Professional Expertise Development

    Science.gov (United States)

    Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien

    2017-01-01

    How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

  19. Constructivism and Professional Development: A Stereoscopic View.

    Science.gov (United States)

    Gurney, Bruce

    This paper proposed to apply the perspective of constructivism to the classroom setting. Secondary science teachers and university personnel jointly developed and experimented with a variety of constructivist teaching strategies. Data were collected in the form of teacher anecdotes, audio and videotapes of lessons and student interviews, teacher…

  20. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  1. Using Telecommunications for Principals' Professional Development.

    Science.gov (United States)

    Long, Claudia A.; Terry, Patricia D.

    This paper describes the development, operations, and effectiveness of the Principals' Computer Network (PCN)--an experimental program created (1) to allow principals to use their schools' microcomputers to access other principals' solutions to common instructional management problems; (2) to enable principals to request suggestions from their…

  2. Professional Development for Rhode Island School Administrators.

    Science.gov (United States)

    Turley, James; Brittingham, Barbara E.

    This report presents the results of a survey of Rhode Island school administrators (n=523) and open-ended interviews of administrators (n=28) that would provide information for the design of leadership and staff development activities as part of Rhode Island's LEAD project--an attempt to improve the leadership capacity of school administrators.…

  3. Designing Education for Professional Expertise Development

    Science.gov (United States)

    Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien

    2017-01-01

    How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

  4. Teacher's Professional Development from Vygotskian Optique

    Science.gov (United States)

    Shabani, Karim

    2012-01-01

    Vygotsky's concept of ZPD (Zone of Proximal Development) has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000). Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline…

  5. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  6. Teacher Professional Development Approach:Action Research

    Institute of Scientific and Technical Information of China (English)

    LIU Yang

    2013-01-01

    Theory and practice, researchers and practitioners are usually isolated in traditional education research, so much so that the research results can not solve the problems that teachers encounter in their teaching practice. As a new mode, action research provides a bridge linking theory and teaching practice as well as a way to promote teacher development.

  7. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    Science.gov (United States)

    Munro, Kathleen M

    2008-11-01

    This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

  8. INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN NIGERIA

    Directory of Open Access Journals (Sweden)

    Felix Kayode OLAKULEHIN

    2007-01-01

    Full Text Available This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

  9. International Computer Conferencing for Professional Development: The Bangkok Project.

    Science.gov (United States)

    Anderson, Terry; Mason, Robin

    1993-01-01

    Describes the Bangkok Project, a successful application of electronic mail and computer conferencing networks to support professional development in the field of distance education. The development of the computer conference to supplement a face-to-face conference in Bangkok is explained, and conference format and nature of interactions are…

  10. Professional Identity Development in Higher Education: Influencing Factors

    Science.gov (United States)

    Barbarà-i-Molinero, Alba; Cascón-Pereira, Rosalía; Hernández-Lara, Ana beatriz

    2017-01-01

    Purpose: In the last few years, the interest on professional identity development (PID) and the factors that influence PID has become central in higher education (HE) literature. However, the knowledge developed in this domain has focussed on a factor at a time and on a degree or discipline, thus being difficult to have a general picture of all…

  11. Learning to Lead: The Professional Development Needs of Assistant Principals

    Science.gov (United States)

    Allen, James G.; Weaver, Rosa L.

    2014-01-01

    The purpose of this study was to investigate the professional development needs of assistant principals in the northern Kentucky region in preparation for the launch of the Northern Kentucky Assistant Principals' Network, a unique and innovative program to support their leadership development. Using the Educational Leadership Policy Standards:…

  12. Designing and using professional development resources for inquiry based learning

    NARCIS (Netherlands)

    Swan, M.; Pead, D.; Doorman, L.M.; Mooldijk, A.H.

    2013-01-01

    This paper describes an attempt to design, analyse and refine professional development (PD) resour- ces that encourage the implementation of inquiry-based learning (IBL). We describe the iterative development of the resources in England with over 100 mathematics teachers from secondary, tertiary and

  13. Continuing Professional Development: Rhetoric and Practice in the NHS

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  14. Te Kotahitanga: Culturally Responsive Professional Development for Teachers

    Science.gov (United States)

    Bishop, Russell; Berryman, Mere

    2010-01-01

    Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

  15. Professional Development of HR Practitioners--A Phenomenographic Study

    Science.gov (United States)

    Bailey, Moira

    2015-01-01

    Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…

  16. The Role of Video in Teacher Professional Development

    Science.gov (United States)

    Marsh, Brian; Mitchell, Nick

    2014-01-01

    This literature review focuses on the e-use of video in teacher initial and continuing professional development. There is evidence that video technology used synchronously, and particularly asynchronously, can extend the quantity and quality of classroom observation experience, which in turn supports the development of observation, analysis and…

  17. Organisational and task factors influencing teachers’ professional development at work

    NARCIS (Netherlands)

    Evers, A.T.; Heijden, B.I.J.M. van der; Kreijns, K.

    2016-01-01

    - Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has

  18. Professional Development for Mathematics Teachers: Using Task Design and Analysis

    Science.gov (United States)

    Lee, Hea-Jin; Özgün-Koca, S. Asli

    2016-01-01

    This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks.…

  19. Factors That Develop Effective Professional Learning Communities in Taiwan

    Science.gov (United States)

    Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

    2016-01-01

    This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

  20. Professional Development for "All" Personnel in Inclusive Schools.

    Science.gov (United States)

    McGregor, Gail; Halvorsen, Ann; Fisher, Douglas; Pumpian, Ian; Bhaerman, Bob; Salisbury, Christine

    1998-01-01

    This issue brief was developed as part of the Consortium on Inclusive Schooling Practices' framework for standards-based systemic reform. The brief focuses on one of the six major policy areas identified by the Consortium, professional development. It first discusses the concept of teachers as lifelong learners, then explores professional…