WorldWideScience

Sample records for professional teacher development

  1. Teacher professional development

    CSIR Research Space (South Africa)

    Botha, Adèle

    2014-12-01

    Full Text Available Knowledge (PCK) Technological Pedagogical Knowledge (TPCK) Technological Pedagogical Content Knowledge (TPACK) Contexts Figure 3-1: The TPACK framework for educator knowledge (Koehler & Mishra, 2009) Teacher Professional Development  91 Table...

  2. Promoting teachers' professional development

    NARCIS (Netherlands)

    Runhaar, Pietsje Roelofje

    2008-01-01

    Because teacher quality has a great influence on pupil attainment, teachers’ professional development receives a lot of attention in educational policy. This dissertation contains five studies on how teachers’ professional development, in terms of learning at the workplace, can be explained and

  3. Professional Environment for Teacher Professional Development

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  4. Professional development for science teachers.

    Science.gov (United States)

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

  5. Teacher Professional Development and Appraisal

    Directory of Open Access Journals (Sweden)

    Kushtarbek Kimshanov

    2016-06-01

    Full Text Available Abstract The paper is based on analysis of international literature on school teacher appraisal and professional developmentTeacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015. Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2, 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

  6. Improving Teachers' Assessment Literacy through Professional Development

    Science.gov (United States)

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  7. Presentatie: Professional development of university teachers

    OpenAIRE

    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.

  8. Teachers' Beliefs and Continuing Professional Development

    Science.gov (United States)

    de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

    2013-01-01

    Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

  9. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

    Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

  10. 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.

  11. On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

    Science.gov (United States)

    Sobkin, V. S.; Adamchuk, D. V.

    2015-01-01

    The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

  12. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    Science.gov (United States)

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high quality…

  13. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Pp. 161-177). Iyunade .... The statistics for 2008 is 1724. Teachers' Continuing Professional Development as Correlates of Sustainable UBE. .... implementation while instilling in them virtues of dedication, loyalty, commitment, discipline and ...

  14. 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.

  15. CLIL Teacher Professional Development for Content Teachers in Thailand

    Directory of Open Access Journals (Sweden)

    Punwalai Kewara

    2018-01-01

    Full Text Available In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.

  16. 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.

  17. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Abstract. The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study.

  18. The value of continuous professional development: Teachers ...

    African Journals Online (AJOL)

    The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting ...

  19. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  20. Teachers' professional development: Awareness of literacy practices ...

    African Journals Online (AJOL)

    This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and ...

  1. Measuring Characteristics of Teacher Professional Development

    Science.gov (United States)

    Soine, Karen M.; Lumpe, Andrew

    2014-01-01

    The primary purpose of the study was to create and psychometrically test an instrument which measured teachers' perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor…

  2. Teachers Know Best: Teachers' Views on Professional Development

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2014

    2014-01-01

    To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

  3. Teacher Professional Development: International Perspectives and Approaches

    OpenAIRE

    Alfredo Bautista; Rosario Ortega-Ruíz

    2015-01-01

    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 o...

  4. 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.

  5. 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.

  6. Teachers' professional development: Awareness of literacy practices

    Directory of Open Access Journals (Sweden)

    Berit Lundgren

    2015-02-01

    Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.

  7. Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

    Science.gov (United States)

    King, Fiona

    2016-01-01

    Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

  8. 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....

  9. 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 t...... 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....

  10. 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

  11. 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…

  12. Quality Professional Development for Secondary Science Teachers

    Science.gov (United States)

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  13. programme to the professional development of teachers

    African Journals Online (AJOL)

    skills and values required to take action for the environment. .... teachers themselves) that professional development that occurs outside the classroom .... Methodology. The research was focused within the interpretive paradigm and followed a qualitative research approach. This article reports on the findings of focus group ...

  14. Instructional Architect Teacher Professional Development Handouts

    OpenAIRE

    Recker, Mimi; Walker, Andrew; Robertshaw, M Brooke; Sellers, Linda; Leary, Heather M.

    2009-01-01

    Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

  15. 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…

  16. 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…

  17. Teachers' Cognitions Regarding Continuing Professional Development

    Science.gov (United States)

    Wyatt, Mark; Oncevska Ager, Elena

    2017-01-01

    It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined…

  18. Transformation and Framework of Teacher Professional Development in Taiwan

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  19. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  20. Multiplying the Effect of Professional Development: Teachers Training Teachers

    Science.gov (United States)

    Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana

    2013-01-01

    This article describes the effects of participation and collaboration in an in-service professional development project for secondary content area teachers referred to as "turnaround training." The participating teachers were experienced, skilled practitioners in their content areas (math, science, social studies, or English language…

  1. 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.

  2. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    , and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating......Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects...... and developing science teachers....

  3. 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.

  4. 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...... 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....

  5. 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 that th...... 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....

  6. 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,…

  7. 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…

  8. 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,…

  9. Stimulating professional development and teaching strategies of honors teachers

    NARCIS (Netherlands)

    Liliane Eggens; Drs. Elles Kazemier; Inge Wijkamp

    2013-01-01

    Professional development of teachers in honors programs. Presentation, Honors Conference: Learning to innovate – Evoking professional excellence in higher education, Hogeschool van Rotterdam. Rotterdam, 5 oktober 2013 Focus: Development of honors teaching strategies Research: Professional

  10. Kepler Mission IYA Teacher Professional Development Workshops

    Science.gov (United States)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  11. 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 ...... of teacher change. At a practical level, the effectiveness of teacher professional development in advancing teaching is shown to be unpredictable, requiring individualized and timely support......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...... is expanded with situated learning theory to illuminate some of the complexities of teacher frustration found in the empirical case. Through multiple new perspectives on the field, the study conceptualizes transformative and regressive frustration to illustrate how frustration operates at the tipping point...

  12. Examining High Quality Online Teacher Professional Development: Teachers' Voices

    Science.gov (United States)

    Collins, Linda J.; Liang, Xin

    2015-01-01

    Funded by Race to the Top, a federal education initiative, the Department of Education of a Midwestern state in the U.S. launched statewide implementation of online teacher professional development (OTPD) to apply formative instructional practices (FIP) to enhance classroom instruction. Central to the design and implementation of OTPD was the need…

  13. 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…

  14. For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development

    Science.gov (United States)

    Rodesiler, Luke

    2017-01-01

    Participatory online professional development opportunities created for teachers by teachers have emerged with the proliferation of social media. This article presents an investigation of a voluntary, participant-driven, 5-week online professional development offering in which two high school English teachers invited colleagues at a distance to…

  15. Teachers' perceptions of Twitter for professional development.

    Science.gov (United States)

    Davis, Kerry

    2015-01-01

    The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers' interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers' perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers' views on the technical benefits and drawbacks of using Twitter. Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation

  16. 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…

  17. 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.

  18. Professional Development and the Impact on Teacher Growth and Development

    Science.gov (United States)

    Segura, Sherry K.

    2016-01-01

    This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

  19. A Design Framework for Online Teacher Professional Development Communities

    Science.gov (United States)

    Liu, Katrina Yan

    2012-01-01

    This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

  20. 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…

  1. 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…

  2. Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

    Science.gov (United States)

    Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

    2016-01-01

    Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

  3. 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

  4. 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…

  5. Cascade Training and Teachers' Professional Development.

    Science.gov (United States)

    Hayes, David

    2000-01-01

    Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

  6. 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.

  7. An Australian Perspective on Teacher Professional Development in Supercomplex Times

    OpenAIRE

    Lorraine M. Ling; Noella M. Mackenzie

    2015-01-01

    Professional Development is one of many terms given to the in-service education and training of teachers. In this paper, the authors address the kinds of professional development currently offered in Australia and compare it with the kinds of professional development teachers may require to deal with an era of supercomplexity, where there is uncertainty, insecurity and an unknown and unknowable future. Professional development is seen as involving multiple stakeholders and the influence of go...

  8. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

  9. 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)…

  10. RE Student Teachers' Professional Development: Results, Reflections and Implications

    Science.gov (United States)

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  11. Teacher Professional Learning: Developing with the Aid of Technology

    Science.gov (United States)

    Kyprianou, Marianna; Nikiforou, Eleni

    2016-01-01

    Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

  12. Professional self-concept development of special education teachers

    OpenAIRE

    Strniša, Tjaša

    2017-01-01

    This master's degree thesis main problem is focused on professional self-concept of Slovenian special education teachers. I am trying to figure out if the professional self-concept changes due to different stages of a teacher's career. In the theoretical part of the thesis I have defined the term self-concept and focused mainly on teachers' professional self-concept. I present the development of self-concept with Erikson's theory of psychosocial development and how this phenomena is expres...

  13. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2016-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher prof...

  14. The Lost Promise of Teacher Professional Development in England

    Science.gov (United States)

    Opfer, V. Darleen; Pedder, David

    2011-01-01

    This paper explores three influences on the effectiveness of teacher professional development for improving schools--the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher…

  15. Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis

    Science.gov (United States)

    Troiano, Beverly

    2012-01-01

    I conducted a two-year case study of a cohort of two middle school mainstream teachers, one a mathematics and science teacher and the other a language arts teacher, and one elementary teacher involved in the LSciMAct ("Transforming Literacy, Math and Science Through Participatory Action Research") professional development project. The…

  16. A Case Study of Teacher Appraisal in Shanghai, China: In Relation to Teacher Professional Development

    Science.gov (United States)

    Zhang, Xiao Feng; Ng, Ho Ming

    2011-01-01

    Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal…

  17. 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…

  18. 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.…

  19. 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…

  20. 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…

  1. Professional Development for Rural and Remote Teachers Using Video Conferencing

    Science.gov (United States)

    Maher, Damian; Prescott, Anne

    2017-01-01

    Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

  2. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  3. Professional Development Needs of Primary EFL Teachers: Perspectives of Teachers and Teacher Educators

    Science.gov (United States)

    Zein, Mochamad Subhan

    2017-01-01

    This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the…

  4. Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

    Science.gov (United States)

    Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2017-01-01

    This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…

  5. Blended Teacher Professional Development: A Synthesis of Three Program Evaluations

    Science.gov (United States)

    Owston, Ron; Wideman, Herb; Murphy, Janet; Lupshenyuk, Denys

    2008-01-01

    This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity…

  6. 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…

  7. The professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2010-01-01

    Two years ago, at the annual conference of the International Professional Development Association in Belfast, a claim was made by one of us, with a great deal of justification, that there had been very few papers published in the International Professional Development Association journal

  8. 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

  9. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  10. Enabling Adaptive System Leadership: Teachers Leading Professional Development

    Science.gov (United States)

    Boylan, Mark

    2018-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

  11. A Strength-Based Approach to Teacher Professional Development

    Science.gov (United States)

    Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

  12. Teacher Emotion and Learning as Praxis: Professional Development That Matters

    Science.gov (United States)

    Yoo, Joanne; Carter, Don

    2017-01-01

    This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective…

  13. Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

    Science.gov (United States)

    Golombek, Paula R.; Johnson, Karen E.

    2017-01-01

    We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers'…

  14. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

    Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

    2016-01-01

    The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

  15. Exploring Change in EFL Teachers' Perceptions of Professional Development

    Science.gov (United States)

    Mohammadi, Mohammad; Moradi, Khaled

    2017-01-01

    Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

  16. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

  17. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  18. Female Teachers' Professional Development through Action Research Practice

    Science.gov (United States)

    Hassen, Rukya

    2016-01-01

    This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…

  19. Evaluating Mathematics Teachers' Professional Development Motivations and Needs

    Science.gov (United States)

    Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

    2016-01-01

    While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

  20. 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.

  1. Expectations of Preschool Teachers About Their Professional Development

    Directory of Open Access Journals (Sweden)

    Lepičnik Vodopivec Jurka

    2013-09-01

    Full Text Available development, focusing on their professional and personal expectations. The first part includes a short presentation of modern trends for an ever-increasing preschool teacher professionalism, which also relates to their own (ever-increasing expectations. That is followed by an analysis based on our empirical study which we carried out on a population of 616 Slovenian and Croatian preschool education students and preschool teachers. Those analyses revealed a series of interesting (expected/unexpected similarities and differences in preschool teachers’ expectations about their professional development based on their background (teacher, student, gender (male, female, status (beginners, established, experienced, and country (Slovenia, Croatia.

  2. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    Erna Kinsey

    We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary. Science ...

  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. 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.

  5. Professional development of teacher-educators towards transformative learning

    NARCIS (Netherlands)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2016-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five

  6. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  7. 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

  8. School Teacher Professional Development in Online Communities of Practice

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Strange, Majbrit Højland

    2016-01-01

    for the professional development of teachers are relatively new. This systematic literature review reports a qualitative synthesis of literature on in-service teachers’ online CoP participation. It adheres to the five-step literature search and analysis process by Creswell (2012). Seven peer-reviewed articles were......This study informs researchers of educational technology, teachers, teacher associations and moderators or admins of online platforms who are interested in knowledge sharing among teachers within online communities of practice (CoPs). The continuous professional development of teachers is primarily...... hand, informal knowledge sharing through CoPs can transform teachers by contributing to their immediate context or needs. There are various national and global IT platforms that are designed to enable teachers to participate and share knowledge in a CoP but in many countries, online platforms...

  9. MOOCs for Teacher Professional Development: Reflections and Suggested Actions

    Directory of Open Access Journals (Sweden)

    Pradeep Kumar Misra

    2018-02-01

    Full Text Available Teacher Professional Development (TPD has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

  10. 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…

  11. A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach

    Science.gov (United States)

    Chen, Jie-Qi; McCray, Jennifer

    2012-01-01

    In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a…

  12. Teacher Professional Development in Laredo, TX

    Science.gov (United States)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  13. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    Science.gov (United States)

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  14. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  15. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne C.; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2014-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  16. Applications of Vygotsky's Sociocultural Approach for Teachers' Professional Development

    Science.gov (United States)

    Shabani, Karim

    2016-01-01

    This paper outlines an approach to teachers' professional development (PD) that originates in Vygotsky's sociocultural theory (SCT), arguing that what Vygotsky claimed about students' learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental…

  17. Use of Graphic Organizers in a Language Teachers' Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

    Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as…

  18. Conceptualising Self-Generating Online Teacher Professional Development

    Science.gov (United States)

    Prestridge, Sarah

    2017-01-01

    In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

  19. Professional Development of Teachers in the Tshwane District for ...

    African Journals Online (AJOL)

    Many teachers in South Africa may have had little exposure to environmental education, yet the revised National Curriculum Statement emphasises the infusion of environmental education into all learning areas. The question arises whether professional development of teachers in environmental education is required for ...

  20. Teachers' Professional Development in Schools: Rhetoric versus Reality

    Science.gov (United States)

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  1. The Work, Perceptions and Professional Development of Teachers

    Science.gov (United States)

    Silva, Ana Maria; Herdeiro, Rosalinda

    2014-01-01

    This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

  2. Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools

    Science.gov (United States)

    Evers, Arnoud T.; van der Heijden, Beatrice I. J. M.; Kreijns, Karel; Gerrichhauzen, John T. G.

    2011-01-01

    Purpose: The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise. Design/methodology/approach: A survey was administered among 152 Dutch teachers in secondary education. Findings: Analysis of the data revealed that of…

  3. Learning Leverage: Designing Meaningful Professional Development for "All" Teachers

    Science.gov (United States)

    Hunzicker, Jana

    2008-01-01

    The leverage of National Board candidacy provides a unique opportunity for substantial teacher learning in a way that many professional development experiences do not. The key is learning leverage--an appropriate balance of rigor, reward, and risk. Learning leverage occurs naturally among teachers who choose to pursue National Board certification,…

  4. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  5. Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development

    Science.gov (United States)

    vanOostveen, Roland

    2017-01-01

    Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in…

  6. The Impact of Continuing Professional Development on a Novice Teacher

    Science.gov (United States)

    Yuen, L. H.

    2012-01-01

    Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For five years prior to the CPD project, the class had used a mixed curriculum of project approach topics and…

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

    Science.gov (United States)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  8. Professional Development of Teacher-Educators towards Transformative Learning

    Science.gov (United States)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2017-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

  9. EAL Teacher Agency: Implications for Participation in Professional Development

    Science.gov (United States)

    Gurney, Laura; Liyanage, Indika

    2016-01-01

    Teachers construct their practice, education and professional development within two domains of professionalism: sponsored and independent. The association between these two domains, however, is complex; it is overlapping, inseparable and sometimes uneasy. The complexity is further exacerbated by the codependent nature of association between the…

  10. Criteria for Continuing Professional Development of Technology Teachers' Professional Knowledge: A Theoretical Perspective

    Science.gov (United States)

    Engelbrecht, Werner; Ankiewicz, Piet

    2016-01-01

    Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as…

  11. 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

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

    Science.gov (United States)

    Kostina, Ludmyla

    2015-01-01

    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…

  13. 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.

  14. School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

    Science.gov (United States)

    Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

    2015-01-01

    Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

  15. Learning Goals Achievement of a Teacher in Professional Development

    Directory of Open Access Journals (Sweden)

    Siti Marfu’ah

    2017-04-01

    Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

  16. Teachers' Continuing Professional Development as Correlates of ...

    African Journals Online (AJOL)

    The study examined the correlates of teachers' continuing professionaldevelopment on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument ...

  17. 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…

  18. Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

    The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…

  19. Applying Constructionist Principles to Online Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Nathaniel Ostashewski

    2011-10-01

    Full Text Available This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.

  20. 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.…

  1. Chemistry teacher professional development using the ...

    African Journals Online (AJOL)

    The knowledge base for teaching was considered to be the pedagogical content knowledge (PCK) conceptualized in the mid-1980s. But with the advent of modern technologies, information and communication technologies (ICTs) are becoming part of the day-to-day life of teachers and students. It was thus argued in the ...

  2. 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…

  3. Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase

    Science.gov (United States)

    Sorensen, Tyson J.; Lambert, Misty D.; McKim, Aaron J.

    2014-01-01

    Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment…

  4. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  5. Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development

    Science.gov (United States)

    Yaffe, Elka; Maskit, Ditza

    2010-01-01

    The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

  6. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    Science.gov (United States)

    Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

    2010-01-01

    This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

  7. Orientations to Science Teacher Professional Development: An Exploratory Study

    Science.gov (United States)

    Park Rogers, Meredith A.; Abell, Sandra K.; Marra, Rose M.; Arbaugh, Fran; Hutchins, Kristen L.; Cole, James S.

    2010-01-01

    Just as individual teachers have orientations to teaching and learning science that influence their practice, we assert that professional development (PD) projects also have an orientation that guides the design and implementation of the entire project; a construct we term "PD Project Orientation". The purpose of this study was to validate the…

  8. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  9. Collaborative Online Professional Development for Teachers in Higher Education

    Science.gov (United States)

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

  10. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Science.gov (United States)

    Avshenyuk, Natalia; Kostina, Lyudmyla

    2014-01-01

    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…

  11. Stimulating teachers' continuous professional development in the Netherlands

    NARCIS (Netherlands)

    Reynders, Liesje; Vermeulen, Marjan; Kessels, Joseph; Kreijns, Karel

    2015-01-01

    Planned Continuous Professional Development (CPD) in the past and current international initiatves are frequently based on an implicit deficiency assumption or gap-based model. This study answered the research question “To what extent can teachers be triggered to participate in CPD following a

  12. Lesson Study: The effect on teachers' professional development

    NARCIS (Netherlands)

    Verhoef, Neeltje Cornelia; Tall, David O.

    2011-01-01

    This study combines elements of the Japanese Lesson Study approach and teachers’ professional development. An explorative research design is conducted with three upper level high school teachers in the light of educational design research, whereby design activities will be cyclically evaluated. The

  13. Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

    Science.gov (United States)

    Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

    2017-01-01

    The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

  14. The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

    Science.gov (United States)

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

    Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

  15. Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers

    Science.gov (United States)

    Feng, Yan

    2012-01-01

    Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

  16. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    Science.gov (United States)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  17. PROFESSIONAL DEVELOPMENT OF COACHES AND TEACHERS: TRENDS AND CHALLENGES

    Directory of Open Access Journals (Sweden)

    Mustafa Levent Ince

    2013-07-01

    Full Text Available Coaches and teachers are two key figures in the management and facilitation of the transformational process (i.e. training-education in sport. Therefore, providing high quality professional development opportunities for them can directly impact on the transformational process in sport. Professional development content for coaches and teachers is influenced by current and future needs of the athletes. Traditionally, aim of athletic success has the strongest effect on sport practices. Focus of this aim is mainly on talented children and youth. Therefore, it requires a very selective process and it is not inclusive. Recently, increased awareness of health promotion and the strong link between health and regular sport participation have also deeply impacted on sport practices. This point of view emphasizes on “sports for all” and “lifelong sport participation”, and it is inclusive. Aim of athletic success and aim of health promotion require different coaching and teaching approaches. However, developing a sense of autonomy in athletes is important in both settings. Above mentioned issues influence the “training design” and “instructional design” approaches for coaches and teachers in different contexts. Current presentation will include a discussion on both trends and challenges in the professional development of coaches and teachers in making them better facilitators of teaching and learning.

  18. Emerging Considerations for Professional Development Institutes for Science Teachers

    Science.gov (United States)

    Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

    2004-04-01

    This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

  19. 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…

  20. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  1. Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures

    National Research Council Canada - National Science Library

    Laura M. Desimone

    2009-01-01

    The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students...

  2. International classroom teachers in need of professional development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    . References Gregersen-Hermans, J. (2016). From rationale to reality in intercultural competence development. In Jones, E., Coelen, R., Beelen, J. & de Wit, H. (eds). Global and Local Internationalization (pp 91-96). Global Perspectives on Higher Education. Rotterdam, Boston, Taipei: Sense Publishers...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

  3. Professional teachers development through a constructivist approach: didactic contexts,

    Directory of Open Access Journals (Sweden)

    Suzana Maria Coelho

    2008-09-01

    Full Text Available The present paper discusses the partial results obtained from a research that aimed professional development courses for primary and secondary school teachers, under a constructivist and hands-on approach. The intention was to analyze how teachers grasp knowledge under such context, what difficulties emerge and what situations favour their learning process, as well as to study the consequences of professional development courses on their classroom practices. Thirteen teachers participated on workshops during which the investigation of electrostatic phenomena was proposed and low cost experimental apparatus were built, and simultaneously teachers had the opportunity to reflect and analyze their pedagogic practices. The methodological approach of this investigation was qualitative, data were collected with records of oral and written outcomes from researched subjects, as well as records of researchers observations. The learning context generated in those workshops enabled the identification of both conceptual and linguistic difficulties, along with other learning forms, such as action learning and group action learning. Metacognition processes fostered a critical view upon the mechanisms of scientific knowledge acquisition. It is assumed that the experience and the analysis of situations that are similar to those proposed to students might favour an isomorphism with future classroom actions. This professional development proposal seems promising as to consolidate methodological changes arisen from teachers new models and conceptions, different from those regarded as traditional. The analysis of the data regarding the reflections on teachers practices and how the transposition of methods and contents to classrooms happened indicate to this sense and will be covered in a future paper.

  4. Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

    Science.gov (United States)

    Kim, Mina

    2013-01-01

    This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even…

  5. Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools

    Science.gov (United States)

    Mukeredzi, Tabitha Grace

    2016-01-01

    Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified…

  6. Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner

    Science.gov (United States)

    Derrington, Mary Lynne; Kirk, Julia

    2017-01-01

    This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

  7. International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences

    Science.gov (United States)

    Alfaro, Cristina; Quezada, Reyes L.

    2010-01-01

    The article examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of…

  8. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  9. Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity

    Science.gov (United States)

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

    This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

  10. Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

    This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

  11. Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study

    Science.gov (United States)

    Burbank, Mary D.; Kauchak, Don; Bates, Alisa J.

    2010-01-01

    The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher…

  12. 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.

  13. Science teachers' learning in a context of collaborative professional development

    Science.gov (United States)

    Faraji, Hassan

    The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The

  14. Collaborative Professional Development for Statistics Teaching: A Case Study of Two Middle-School Mathematics Teachers

    Science.gov (United States)

    de Oliveira Souza, Leandro; Lopes, Celi Espasandin; Pfannkuch, Maxine

    2015-01-01

    The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

  15. Science Teachers’ Understanding of Scientific Inquiry In Teacher Professional Development

    Science.gov (United States)

    Adisendjaja, Y. H.; Rustaman, N. Y.; Redjeki, S.; Satori, D.

    2017-02-01

    Inquiry is a main goal of science education reform around the world. This study investigated science teachers’ understanding of scientific inquiry in teacher professional development program. The content of the program was focused on the nature of science and scientific inquiry. The program was conducted once in a week, every Saturday for 4 weeks, so it took about 30 hours. Twenty five science teachers from 3 districts with 5-25 years’ experience were followed this program. Views About Scientific Inquiry modified was administered to all participants before and after TPD. VASI consists of 8 questions: 1) Scientific investigations all begin with a question and do not necessarily test a hypothesis, 2) There is no single set or sequence of steps followed in all investigations, 3) Inquiry procedures are guided by the question asked, 4) All scientists performing the same procedures may not get the same results, 5) Inquiry procedures can influence results, 6) Research conclusions must be consistent with the data collected, 7) Scientific data are not the same as scientific evidence, and 8) Explanations are developed from a combination of collected data and what is already known. Then, all responses are categorized as informed, partially informed, and naive. Results indicated that most of science teachers were not have good understanding of scientific inquiry. 30 hours teacher professional programs led to small measurable enhancements in teachers’ understanding of scientific inquiry. Based on these findings, preservice and in-service program should focus on science education reform include scientific inquiry.

  16. Science Teachers' Conceptualizations and Implications for the Development of the Professional Development Programs

    Science.gov (United States)

    Kaymakamoglu, Sibel Ersel

    2017-01-01

    This study aimed to investigate the two primary school science teachers' conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data…

  17. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development

    Science.gov (United States)

    Olson, Amy M.

    2014-01-01

    This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service…

  18. Teacher Professional Development through a School-University Partnership. What Role Does Teacher Identity Play?

    Science.gov (United States)

    Trent, John

    2012-01-01

    This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…

  19. Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers

    Science.gov (United States)

    Berry, Ann B.; Petrin, Robert A.; Gravelle, Maggie L.; Farmer, Thomas W.

    2011-01-01

    This study sought to obtain a current picture of special education teacher recruitment and retention in rural districts and to understand the professional development needs of rural special educators. Surveys, administered through telephone interviews with a national sample of special education administrators and teachers, confirmed the…

  20. Digital Portfolio: a Strategy for Teachers Professional Development

    Directory of Open Access Journals (Sweden)

    R. Jans

    2008-03-01

    Full Text Available Teachers have to work with e-portfolio with theirstudents. This is a very demanding task because they neverwere educated with e-portfolio themselves. Therefore aEuropean Comenius project was submitted in 2005. In thisapproved project a whole week formation (april 2007 wasoffered to nineteen teachers from all over Europe. A yearlater they will meet again to see in what way the course hashad effects on their work with e-portfolio and students.Most interesting to notice was that the basic ICT-skills ofteachers are nowadays realized. However teachers are stillbusy with text and text-files. Rarely they uploadedmultimedia, like e.g. photo’s, video’s, youtube-movies, … intheir e-portfolio. The essential element of an e-portfolio, thepersonal and professional development plan, that forms thebackbone of the e-portfolio and offers the possibility tomake the e-portfolio an effective learning instrument wasunknown.

  1. Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

    Science.gov (United States)

    Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

    2017-01-01

    Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

  2. Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

    Science.gov (United States)

    Chiyaka, Edward T.; Kibirige, Joachim; Sithole, Alec; McCarthy, Peter; Mupinga, Davison M.

    2017-01-01

    School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers' pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers…

  3. Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching

    NARCIS (Netherlands)

    de Vries, Siebrich; Jansen, Ellen P. W. A.; de Grift, Wim J. C. M. van

    This exploratory study investigates the relationship between teachers' continuing professional development (CPD) and their beliefs about learning and teaching, in a Dutch secondary education context. Two hundred sixty teachers participated in a survey focused on teachers' updating, reflective, and

  4. How can video supported reflection enhance teachers' professional development?

    Science.gov (United States)

    McCullagh, John F.

    2012-03-01

    This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

  5. Arts Integration as Potentiality for Professional Development for Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup; McCandless, Peggy

    2013-01-01

    This paper investigates the potentialities for professional development, when teachers work with integration of arts and academic subjects in the classroom. The idea of integrating arts and academic subjects can be seen as a way of experimenting with teaching. Experiments in the classroom as a way......: Experience, Exploration, and Experimentation. In this way, the action research approach has the possibility of creating not only new practices, but also to develop new theoretic understanding of the learning processes involved in creating change in a living practice as classroom teaching. As an empirical...

  6. PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO

    Directory of Open Access Journals (Sweden)

    MARLI ELIZA DALMAZO AFONSO DE ANDRE

    2016-12-01

    Full Text Available This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF, focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009, Jacky Beillerot (1996 and Marguerite Altet (2003. The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.

  7. Teachers' Perceptions of the Quantity and Quality of Professional Development Activities in Turkey

    Science.gov (United States)

    Bellibas, Mehmet Sukru; Gumus, Emine

    2016-01-01

    Professional development for teachers has been a substantial issue in contemporary educational research and policy. Yet, opportunities for professional development activities have been very limited in Turkey. In this study, we examined Turkish teachers' involvement in professional development activities by comparing their participation with the…

  8. The Impact of a Professional Development Program on Elementary Teachers' Science Knowledge and Pedagogical Skills

    Science.gov (United States)

    Ferreira, Maria Madalena

    2015-01-01

    Teacher professional development plays an important role in a teacher's growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships…

  9. Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

    Science.gov (United States)

    Thurlings, Marieke; den Brok, Perry

    2017-01-01

    Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

  10. Teacher Professional Development with SOFIA from Inception to Flight

    Science.gov (United States)

    Hemenway, Mary Kay; Lacy, J.; Sneden, C.; EXES Teacher Associates, SOFIA

    2012-01-01

    Since January 1998 Texas science and math teachers have met several times per year in a program centered on SOFIA, the Stratospheric Observatory for Infrared Astronomy. Initial meetings focused on astronomical instrumentation as the ground-based TEXES (Texas Echelon Cross Echelle Spectrograph) and its SOFIA successor, EXES, were developed and built. Sixty-nine different teachers have been involved in the seventy-nine Saturday meetings between January 1998 and October 2011. A typical meeting included an update on SOFIA, an expert talk on a science or technology topic, and a Standards-linked activity that they can carry back to use in their classrooms. Many of the participants have presented activities or reports to their colleagues. A variety of guest-presenters - faculty, staff, and graduate students as well as visitors (both in person and through videoconference) - enriched the program with their expertise. Some Saturday meetings included field trips to Waco to visit the SOFIA aircraft modification; other trips sent subsets of teachers to McDonald Observatory for TEXES' early observations, to Hawaii for observing runs on the IRTF or Gemini, and to various locations for American Astronomical Society meetings. The participants report their increased knowledge of astronomical concepts and of the culture of professional astronomy. By spreading the SOFIA EXES teacher program over such a long period, the staff has formed strong professional bonds with the participants while the participants have shared their experiences with each other. Support from USRA grant 8500-98-008; the National Science Foundation AST- 0607312, AST- 0607708, and AST-0908978; and SOFIA Education/Public Outreach through the SETI Institute 08-SC-1022 is gratefully acknowledged.

  11. Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops

    Science.gov (United States)

    DeVore, Edna; Harman, P.; Gould, A.; Koch, D.

    2010-01-01

    NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. Activities combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. The Kepler Mission teacher professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Future events are planned. Supported by NASA Grants to the SETI Institute: NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  12. NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops

    Science.gov (United States)

    Devore, E.; Harman, P.; Koch, D.; Gould, A.

    2010-08-01

    NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. The Kepler Mission teacher professional development workshops are designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

  13. The Relationship between Teachers' Perceptions about Job-Embedded Professional Development and Teacher Efficacy in Implementing Technology

    Science.gov (United States)

    Cooper, Calvin H., Jr.

    2014-01-01

    Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers' inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy. Professional…

  14. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, Anja; Volman, Monique; van Essen, Mineke

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  15. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, A.; Volman, M.L.L.; van Essen, M.

    2008-01-01

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  16. Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

    Science.gov (United States)

    Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

    2018-01-01

    The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

  17. Arts Integration as Potentiality for Professional Development for School Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    : Experience, Exploration, and Experimentation. In this way, the action research approach has the possibility of creating not only new practices, but also to develop new theoretic understanding of the learning processes involved in creating change in a living practice as classroom teaching. As an empirical...... of creating new knowledge about teaching is very closely linked to ideas from action research approaches to development of both new practices and new knowledge. Therefore, we will draw on concepts from action research theory to explore how teachers learn and at the same time develop new knowledge when...... they experiment with artistic and academic subjects at the same time. Therefore, the action research approach will be elaborated and underpinned with learning concepts deriving from pedagogue and philosopher, John Dewey. We term this the three e’s of learning, and furthermore of professional development...

  18. How Teachers' Beliefs about Learning and Teaching Relate to Their Continuing Professional Development

    Science.gov (United States)

    de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

    2014-01-01

    Teachers' continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers' participation in CPD, the effects of teachers' beliefs have received limited attention, despite their strong…

  19. Teacher Leadership and Professional Development: Examining Links between Two Concepts Central to School Improvement

    Science.gov (United States)

    Poekert, Philip E.

    2012-01-01

    Teacher leadership has gained attention in recent years as a plausible means by which educational reform and instructional improvement can be accomplished through ongoing, site-based professional development for teachers. This article reviews and draws conclusions across the research literature on professional development and teacher leadership to…

  20. Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice

    Science.gov (United States)

    Liu, Katrina; Miller, Richard; Jahng, Kyung Eun

    2016-01-01

    Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and…

  1. Moving Education into the Digital Age: The Contribution of Teachers' Professional Development

    Science.gov (United States)

    Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D.

    2013-01-01

    This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century…

  2. Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

    Science.gov (United States)

    Wallace, Marjorie R.

    2009-01-01

    Background/Context: Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K-12 student achievement. This work links professional…

  3. Exploring the Benefits of Music-Making as Professional Development for Music Teachers

    Science.gov (United States)

    Pellegrino, Kristen

    2011-01-01

    Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being,…

  4. The Sustainability of a Teacher Professional Development Programme for Beginning Urban Teachers

    Science.gov (United States)

    Gaikhorst, Lisa; Beishuizen, Jos J. J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

    2017-01-01

    This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were…

  5. The sustainability of a teacher professional development programme for beginning urban teachers

    NARCIS (Netherlands)

    Gaikhorst, L.; Beishuizen, J.J.J.; Zijlstra, B.J.H.; Volman, M.L.L.

    2017-01-01

    This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether

  6. AN INTERNATIONAL EXPLORATION ON PROFESSIONAL DEVELOPMENT OF EXPERIENCED TEACHER EDUCATORS: HOW DO THEY KEEP UP?

    NARCIS (Netherlands)

    prof Simone White; dr Tetsuhito Sakata; dr Gilada Avissar; dr.ir. Quinta Kools; dr Marcel van der Klink

    2015-01-01

    The attention for teacher educators as professionals and their professional development is indeed increasing. While much of the attention has been directed to novice teacher educators little has been paid to experienced teacher educators and their particular developmental activities. This paper

  7. 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.

  8. Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

    Science.gov (United States)

    Li, Yi

    2016-01-01

    This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

  9. Professional Development and Job-Embedded Collaboration: How Teachers Learn to Exercise Leadership

    Science.gov (United States)

    Hunzicker, Jana

    2012-01-01

    Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…

  10. How we developed a role-based portfolio for teachers' professional development.

    Science.gov (United States)

    Pyörälä, Eeva

    2014-09-01

    Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

  11. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  12. YELL/TELL: Online Community Platform for Teacher Professional Development

    Science.gov (United States)

    Marenzi, Ivana; Bortoluzzi, Maria; Kalyani, Rishita

    2016-01-01

    The community platform "Young/Teen English Language Learners" (YELL/ TELL), as mentioned by Bortoluzzi and Marenzi (2014) was "developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English [as a Foreign or Second…

  13. Classification of Innovation Objectives Set for Continuing Professional Teacher Development

    Science.gov (United States)

    Tyunnikov, Yurii S.

    2017-01-01

    The present demand for teachers, showing advanced aptitude for innovations, is an important reason for promotion of innovative practices in the continuous teacher training. For the on-going development of a continuous training system preparing teachers for innovative activities, it is necessary to have a complete taxonomy of practical objectives.…

  14. Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200

    Science.gov (United States)

    Rotermund, Susan; DeRoche, John; Ottem, Randolph

    2017-01-01

    This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional…

  15. Changing Roles and Identities in a Teacher Driven Professional Development Community

    CERN Document Server

    Van Dusen, Ben

    2012-01-01

    In a climate where teachers feel deprofessionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates the Streamline to Mastery professional development program, in which the teachers design professional development opportunities for themselves and for fellow teachers. The research reported here describes the process of teacher professional growth through changes in roles and identities. Videos, emails, and interviews were analyzed to glean insight into practice and participation shifts as these physical science teachers formed a community and engaged in their own classroom research. Implications for the role of PER in teacher professional development and teacher preparation will be discussed.

  16. Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.

    Science.gov (United States)

    van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique

    2016-04-14

    Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional

  17. Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

    Science.gov (United States)

    Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

    2016-01-01

    The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

  18. Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

    Science.gov (United States)

    Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

    2008-01-01

    High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

  19. Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

  20. The Degree of Schools Principals Practicing Innovation and Its Relation with the Teachers' Professional Development

    Science.gov (United States)

    Abu-Shreah, Mohammad; Zidan, Hiam

    2017-01-01

    The study aims to know the degree of schools principals practicing innovation and its relationship with the teachers' professional development; the population of the study is consisted of all male and female teachers numbering to 415 teachers; the sample of the study is consisted of 205 male and female teachers from members of the study…

  1. Teachers' Attitudes toward Pedagogical Changes during Various Stages of Professional Development

    Science.gov (United States)

    Maskit, Ditza

    2011-01-01

    This study examines teachers' attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher's educational orientation. Teachers' attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at…

  2. Beyond the Garden of Eden: Deep teacher professional development1

    African Journals Online (AJOL)

    This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice ... of KwaZulu- Natal, Faculty of Education showing the translation of these theoretical conceptions within a curriculum geared towards deep professional learning.

  3. Union Learning Representatives: Facilitating Professional Development for Scottish Teachers

    Science.gov (United States)

    Alexandrou, Alex; O'Brien, Jim

    2007-01-01

    In the United Kingdom, teachers' professional associations and labor organizations, notably in the form of trade unions have historically been involved in education and training in the workplace. Recently, in the United Kingdom this activity has gained greater credence and importance due to the emergence of trade union learning representatives who…

  4. Use of a Numerical Strategy Framework in the Professional Development of Teachers

    Science.gov (United States)

    Laxman, Kumar; Hughes, Peter

    2015-01-01

    Derived initially from a strategic analysis of children's methods of counting, the New Zealand Numeracy Projects used, as a starting point for the professional development of teachers, a strategy framework that traces children's development in number reasoning. A pilot study indicated the usefulness of professional development where teachers use…

  5. "But All We Really Wanted Was a Course!" Teacher Professional Development for Innovative Teaching with ICT

    Science.gov (United States)

    Kjaergaard, Hanne Wacher; Fougt, Simon Skov

    2016-01-01

    This article describes a professional development project for teachers that aimed at developing innovative teaching with ICT in a 21st-century understanding of the term innovative. The article describes the result of the intervention and the practice-based method used for this professional development project. Data from teacher planning,…

  6. Managerial Approaches Adopted at Schools and Their Effects on the Professional Development of Teachers

    Science.gov (United States)

    Akbasli, Sait; Üredi, Lütfi; Ulum, Hakan

    2016-01-01

    One of the determinant factors contributing to the professional development of teachers is the school manager, since the school managers' administration manner determines the speed and capacity of development. With this study, the managerial approaches adopted at schools and their effects on teachers' professional development are aimed to be found…

  7. Understanding by Design (UbD) in EFL Teaching: Teachers' Professional Development and Students' Achievement

    Science.gov (United States)

    Yurtseven, Nihal; Altun, Sertel

    2017-01-01

    Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students'…

  8. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    Science.gov (United States)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  9. 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.

  10. Rural Redesign: Delivering Online Professional Development for Rural Teachers of ESL

    Science.gov (United States)

    Manner, Jane Carol; Rodriguez, Diane

    2012-01-01

    This study reports the progress of a project in a teacher education program designed to deliver professional development to rural teachers through an online format addressing ESOL (English for speakers of other languages). Funded by a Professional Development Grant from the OELA (Office of English Language Acquisition) of the United States…

  11. An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering

    Science.gov (United States)

    Reimers, Jackson E.; Farmer, Cheryl L.; Klein-Gardner, Stacy S.

    2015-01-01

    The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for…

  12. Teacher-Led Professional Development: A Proposal for a Bottom-up Structure Approach

    Science.gov (United States)

    Macias, Angela

    2017-01-01

    This article uses current research recommendations for teacher-led professional development as well as qualitative data from a set of grassroots conferences to propose a new model for bottom-up teacher-led professional development. This article argues that by providing a neutral space and recruiting expertise of local experts, a public sphere can…

  13. Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

    Science.gov (United States)

    Mangope, Boitumelo; Mukhopadhyay, Sourav

    2015-01-01

    The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in…

  14. Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model

    Science.gov (United States)

    Sinelnikov, Oleg A.

    2009-01-01

    The purpose of this study was to provide a description of an on-site professional development program for Russian teachers as they learned to teach Sport Education. A concurrent objective was to investigate the effectiveness of this professional development opportunity. Participants were two physical education teachers (one with 27 and one with 3…

  15. Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

    Science.gov (United States)

    Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

    2015-01-01

    The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

  16. The Effectiveness of Using Social Communications Networks in Mathematics Teachers' Professional Development

    Science.gov (United States)

    Hussein, Hisham Barakat

    2013-01-01

    The study aims to determine the effectiveness of using social communications networks in mathematics teachers' professional development. The main research questions was: what is the effectiveness of using social communications networks in mathematics teachers' professional development. The sub questions were: (1) what are the standards of…

  17. Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

    Science.gov (United States)

    Eliahoo, Rebecca

    2017-01-01

    At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

  18. Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery

    Science.gov (United States)

    Lindberg, J. Ola, Ed.; Olofsson, Anders D., Ed.

    2009-01-01

    In today's society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices. "Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery" features innovative…

  19. Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

    Science.gov (United States)

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2014-01-01

    The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…

  20. Implementation of Lesson Study as an Innovative Professional Development Model among Malaysian School Teachers

    Science.gov (United States)

    Mon, Chiew Chin; Dali, Mohd Hasani; Sam, Lim Chap

    2016-01-01

    Purpose: This qualitative study explored the implementation of Lesson Study, a kind of teacher-directed and bottom-up approach of the Japanese model of teacher professional development in the Malaysian education context. It seeks to answer the question of how implementation of lesson study as an innovative professional development model among…

  1. Flipped Professional Development: An Innovation in Response to Teacher Insights

    Science.gov (United States)

    Hardin, Brooke L.; Koppenhaver, David A.

    2016-01-01

    This article reports on a study of K-12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty-six participants voluntarily enrolled in one or more of three professional development courses. Findings address teacher evaluation of the efficacy of both the structure and the content of the…

  2. An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

    Science.gov (United States)

    Beckford-Young, Paulette Vivienne

    2016-01-01

    The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

  3. Elaborating the Purpose and Content of Professional Development Plan for Preschool Teachers

    Science.gov (United States)

    zareie, Mohammad Hossein; Nasr, Ahmad Reza; Mirshahjafari, Seyyed Ebrahim; Liaghatdar, Mohammad Javad

    2016-01-01

    Professional development of educators, especially in preschool years has been neglected in Iran. The purpose of this study was to investigate the viewpoints of experts and teachers about the purposes and content of the professional development plan for preschool teachers. This research is a descriptive-analytic study conducted through both…

  4. Predictors of Teacher Intervention in Indirect Bullying at School and Outcome of a Professional Development Presentation for Teachers

    Science.gov (United States)

    Dedousis-Wallace, Anna; Shute, Rosalyn; Varlow, Megan; Murrihy, Rachael; Kidman, Tony

    2014-01-01

    This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health…

  5. Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership

    Science.gov (United States)

    Yow, Jan A.; Lotter, Christine

    2016-01-01

    This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…

  6. When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development

    Directory of Open Access Journals (Sweden)

    Loyiso C Jita

    2014-06-01

    Full Text Available Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher clusters represent a relatively recent and popular experiment in teacher professional development. However, there is no verdict yet about their effectiveness. While the utility of such collaborative structures for teacher learning is fairly well established in many developed countries, we still know very little about how the intended beneficiaries (the teachers experience these non-traditional structures of professional development. Using qualitative data from a large-scale research project, we explore teachers' perspectives on what constitutes a successful clustering experience, and the kinds of professional development benefits they derive from their participation therein. Our major findings are twofold: First, clusters seem to enhance teachers' content knowledge and pedagogical content knowledge. Second, and somewhat unexpectedly, the teachers identified another set of benefits, the so-called "process benefits" that include collaboration, instructional guidance and teacher leadership. In a context where teachers have tended to work solo and insulated their classroom practices from influence, the presence of the "process benefits" represents a significant finding. We conclude the paper by exploring several possible directions for further research on these process benefits of clusters for teachers in South Africa and elsewhere.

  7. Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools

    Science.gov (United States)

    Washington, Vanassa

    2016-01-01

    The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in…

  8. Teaching the teachers: faculty development in inter-professional education.

    Science.gov (United States)

    Davis, Beth P; Clevenger, Carolyn K; Posnock, Samuel; Robertson, Bethany D; Ander, Douglas S

    2015-02-01

    The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. Inter-professional education requires dedicated and educated faculty. A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork. Copyright © 2014 Elsevier Inc. All rights reserved.

  9. Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

    Science.gov (United States)

    Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

    2016-01-01

    Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

  10. Using Learning Trajectories for Teacher Learning to Structure Professional Development

    Science.gov (United States)

    Bargagliotti, Anna E.; Anderson, Celia Rousseau

    2017-01-01

    As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design…

  11. 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.

  12. Professional Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study

    Science.gov (United States)

    Van der Klink, Marcel; Kools, Quinta; Avissar, Gilada; White, Simone; Sakata, Tetsuhito

    2017-01-01

    The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: "Do…

  13. A Long Trek: Systems of Support and Isolation in Rural Teachers' Professional Development

    Science.gov (United States)

    Gallo, Jessica R.

    2013-01-01

    This dissertation examines the various ways that teachers in two school districts in rural northern Wisconsin participate in professional development. This case study research analyzes interview data with two teachers, their administrators, and a Cooperative Educational Service Agency professional using a critical sociocultural framework in order…

  14. Job Satisfaction of Teachers at Upper Primary Schools as an Presumption of their Professional Development

    OpenAIRE

    Kalačová, Karolína

    2017-01-01

    This thesis deals with the job satisfaction of teachers as a presumption of their professional development. The attention is focused on the issue of the job satisfaction, its specification and the most known theories of job satisfaction, also on the characteristics and the problems of teachers' profession in the Czech Republic, on the factors of the job satisfaction and the researches focused on this topic. The professional development of teachers is also discussed. The quantitative questionn...

  15. A Prospective Study on the Application of MOOC in Teacher Professional Development in China

    Science.gov (United States)

    Ji, Zhaolin; Cao, Yanhua

    2016-01-01

    Teacher professional development is the process of constantly strengthening professional attainment, broadening academic knowledge, enhancing the professional skills, and improving teaching ability. With the reform of learning science and the development of Information and Communication Technology (ICT), the traditional mode of teacher…

  16. Effect of Faculty Member's Use of Twitter as Informal Professional Development during a Preservice Teacher Internship

    Science.gov (United States)

    Mills, Michael

    2014-01-01

    Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a study of 82 undergraduate preservice teachers and their attitudes regarding Twitter as a medium for informal professional development support during their…

  17. Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia : Voices from the Field

    OpenAIRE

    Gemeda, Fekede Tuli; Tynjälä, Päivi

    2015-01-01

    Teachers’ work, learning, and professional development are central to any effort aiming at improving schools. Consequently, teachers must consider themselves as a lifelong learner, engage in continuous professional learning and apply that learning to improve student learning and achievement. This article explores teachers’ motivation for teaching and professional development in secondary schools in Ethiopia. Data were collected via interviews and focus group discussions from 32 teachers. The ...

  18. Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

    Science.gov (United States)

    Hathcock, Stephanie J.

    Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide

  19. Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

    The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

  20. Professional Development That Promotes Powerful Interactions: Using Teacher Book Clubs to Reflect on Quality in Teacher-Child Relationships

    Science.gov (United States)

    White, Kelley Mayer

    2016-01-01

    For a majority of teachers, traditional professional development workshops lack relevancy and leave teachers on their own to implement what was learned. Workshops are frequently structured in ways in which teachers are seen simply as recipients of information handed down by trainers (a more passive role) versus those who reflect on and construct…

  1. Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

    Science.gov (United States)

    Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

    2018-01-01

    The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

  2. Reassembling Teacher Professional Development: The Case for Quality Teaching Rounds

    Science.gov (United States)

    Bowe, Julie; Gore, Jennifer

    2017-01-01

    Conventional professional development, while still in full swing in many places, has been widely maligned for its passive approach to learning, its failure to address local differences, and its often single-event format. While the corrective move to more collaborative models of professional learning has been heralded, few empirical studies to date…

  3. Elementary School English Teachers' Professional Learning from Teaching Demonstrations as Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2017-01-01

    This study used interviews, observations and documentary evidence to analyze the professional learning of sixteen elementary school English teachers and two expert teachers during the pre-observation conference, observation, and post-observation conference from three-step teaching demonstrations. This study has the following major findings. First,…

  4. 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.

  5. 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.

  6. Between Continuity and Change: Identities and Narratives within Teacher Professional Development

    Science.gov (United States)

    Curwood, Jen Scott

    2014-01-01

    This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to…

  7. Teacher Transition between Year Levels in Primary Schools: An Opportunity for Continuing Professional Development

    Science.gov (United States)

    Carlyon, Tracey

    2015-01-01

    Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

  8. Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

    Science.gov (United States)

    Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

    2016-01-01

    This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

  9. Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

    Science.gov (United States)

    Blanchard, Margaret R.; LePrevost, Catherine E.; Tolin, A. Dell; Gutierrez, Kristie S.

    2016-01-01

    This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers' beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate…

  10. A Longitudinal Evaluation Study of a Science Professional Development Program for K-12 Teachers: NERDS

    Science.gov (United States)

    Ewing-Taylor, Jacque M.

    2012-01-01

    A longitudinal evaluation study of a science professional development program for K-12 teachers was conducted using the CIPP evaluation model. Eleven years of program data were described and analyzed. Elementary teachers comprised 62% of the 384 participants, 17% of all participants were middle school teachers, and 13% of all participants were…

  11. Professional Development of Mathematics Teachers Implementing Probabilistic Simulations in Elementary School Classrooms

    Science.gov (United States)

    de Oliveira Souza, Leandro; Lopes, Celi Espasandin; de Oliveira Mendonça, Luzinete

    2014-01-01

    The inclusion of statistics and probability in the mathematics curriculum has always generated challenges to mathematics teachers of elementary schools. This article discusses activities that promote the professional development of such teachers. We present part of a doctoral research study of 16 teachers in which we discuss two case studies of…

  12. The Use of the Internet for English Language Teachers' Professional Development in Arab Countries

    Science.gov (United States)

    Alhabahba, Mohammad Madallh; Mahfoodh, Omer Hassan Ali

    2016-01-01

    This study investigated the relationship between English language teachers' motives to use online teaching resources and three types of Internet practices: teachers' practices in using the Internet to collaborate with others, teachers' practices for classroom teaching, and the Internet's contribution to the overall professional development of…

  13. Effects of a Long-Term Participatory Action Research Project on Science Teachers' Professional Development

    Science.gov (United States)

    Eilks, Ingo; Markic, Silvija

    2011-01-01

    This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…

  14. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zeinab

    2016-01-01

    The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part…

  15. Action Research in a Professional Development School Setting to Support Teacher Candidate Self-Efficacy

    Science.gov (United States)

    Shanks, Joyce; Miller, Lauren; Rosendale, Susannah

    2012-01-01

    This paper discusses preservice teachers' use of action research in a Professional Development School setting. Preservice teachers were placed in a PDS site that focuses on internationalizing education and on teaching languages. The teacher candidates were in charge of planning, teaching, and assessing language instruction in their classrooms. The…

  16. Teachers' Opinions Regarding the Usage of Action Research in Professional Development

    Science.gov (United States)

    Yigit, Celal; Bagceci, Birsen

    2017-01-01

    The aim of the study is to investigate the contribution of action research to teachers' professional development. In line with this goal, a group of teachers were asked their opinions. The working group of the study is comprised of six teachers working at a state primary and middle school. The study is an example of "Case Study," one of…

  17. An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their…

  18. Tracking Professional Development of Novice Teachers When Integrating Technology in Teaching Mathematics

    Science.gov (United States)

    Gurevich, Irina; Stein, Hana; Gorev, Dvora

    2017-01-01

    This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…

  19. Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

    Science.gov (United States)

    Purkiss, C.

    2015-12-01

    In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

  20. Action Research as a School-Based Strategy in Intercultural Professional Development for Teachers

    Science.gov (United States)

    Sales, Auxiliadora; Traver, Joan A.; Garcia, Rafaela

    2011-01-01

    Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and…

  1. The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

    Science.gov (United States)

    Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg

    2018-01-01

    Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about "how" these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their…

  2. Re-Envisioning Professional Learning in Mathematics: Teachers' Performance, Perceptions, and Practices in Blended Professional Development

    Science.gov (United States)

    Luebeck, Jennifer; Roscoe, Matt; Cobbs, Georgia; Diemert, Kacey; Scott, Lisa

    2017-01-01

    This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings across the school year. Data collected over four years illuminate the teachers' performance,…

  3. Professional development and poststructural analysis: Stories of African-American science teachers

    Science.gov (United States)

    Moore, Felicia Michelle

    2003-10-01

    This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

  4. Scientist-Teacher Partnerships as Professional Development: An Action Research Study

    Energy Technology Data Exchange (ETDEWEB)

    Willcuts, Meredith H. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2009-04-01

    The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participated in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.

  5. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

    Science.gov (United States)

    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  6. National Board Certification as Professional Development: What Are Teachers Learning?

    Directory of Open Access Journals (Sweden)

    David Lustick

    2006-02-01

    Full Text Available This study investigated the National Board for Professional Teaching Standards’ (NBPTS assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science Certificate were studied over a two-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 standards of NBPTS’ framework for accomplished science teaching. These scores provided the quantitative evidence of teacher learning in this study. Significant pre-intervention to post-intervention changes to these individual and group means are reported as learning outcomes from the assessment process. Findings suggest that the intervention had significant impact upon candidates’ understanding of knowledge associated with science teaching with an overall effect size of 0.47. Standards associated with greatest gains include Scientific Inquiry and Assessment. The results support the claim that the certification process is an effective standards based professional learning opportunity comparable to other human improvement interventions from related domains. Drawing on qualitative data, we also explore three possible implications of teacher learning outcomes from certification upon classroom practice identified as Dynamic, Technical, and Deferred. These patterns suggest that more than one kind of learning may be taking place in relation to board certification. The discussion then considers the importance of this study for policy making and science teaching communities.

  7. Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

    Science.gov (United States)

    Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

    2011-12-01

    The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE

  8. The contribution of a particular 'kids in parks' programme to the professional development of teachers

    Directory of Open Access Journals (Sweden)

    J G Ferreira

    2014-06-01

    Full Text Available This article considers the possible contribution of the 'kids in parks' programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator from the provincial education department. Although the programme has not primarily been developed to focus on professional development, the setting creates an ideal opportunity for the professional development of teachers away from the formal school situation. This research suggests that the programme, and consequently similar programmes offered at other national parks in South Africa, could make a contribution to the professional development of teachers.

  9. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Science.gov (United States)

    Robertson, Amy D.; Daane, Abigail R.

    2017-12-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  10. Steps Forward and Back in Adult Numeracy Teacher Professional Development: A Reflection on a Teacher Workshop Experience

    Science.gov (United States)

    Saliga, Linda Marie; Daviso, Al; Stuart, Denise; Pachnowski, Lynne

    2015-01-01

    In this project, a university team of teacher education and mathematics professors conducted eight professional development sessions for General Educational Development (GED) teachers in the area of mathematics teaching. Topics included concretely modeling mathematics concepts in algebra, number sense, geometry, and differentiating instruction in…

  11. A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Knowledge and Attitudes about MTBMLE

    Science.gov (United States)

    Paulson Stone, Rebecca

    2012-01-01

    This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative…

  12. Curriculum and Practice of an Innovative Teacher Professional Development Program

    Science.gov (United States)

    Horton, Akesha; Shack, Kyle; Mehta, Rohit

    2017-01-01

    The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative…

  13. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a ...

  14. Considerations for Professional Development Program that guides the teacher to reconceptualize teaching

    Directory of Open Access Journals (Sweden)

    Eduardo Ravanal

    2016-12-01

    Full Text Available The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1 work with teachers from their professional concerns at a cognitive level, contextual and situated, 2 to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3 to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher.

  15. Innovative Web-based Professional Development for Teachers of At-Risk Preschool Children

    National Research Council Canada - National Science Library

    Mable B Kinzie; Stephen D Whitaker; Kathy Neesen; Michael Kelley; Michael Matera; Robert C Pianta

    2006-01-01

      Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways...

  16. Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

    Science.gov (United States)

    Kafyulilo, Ayoub Cherd

    2013-01-01

    This study introduces "teachers' collaboration" as an approach to teachers' professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers' professional development through teachers' collaboration has been reported to be effective for the improvement of schools' performance and…

  17. The Pedagogical TICKIT: Web Conferencing To Promote Communication and Support during Teacher Professional Development.

    Science.gov (United States)

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

    2002-01-01

    Discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT), a school-based professional development program involving K-12 teachers from rural Indiana schools that was developed by Indiana University. Describes the use of Web-based asynchronous conferencing to post technology…

  18. The Effect of a Teacher Professional Development in Facilitating Students' Creativity

    Science.gov (United States)

    Hosseini, Afzal S.; Watt, Anthony P.

    2010-01-01

    The Iranian educational system would benefit from major refinement in order to better develop the creativity of children. The extension of teachers' understanding of creativity is one of the main factors in facilitating change. A theory and practice based professional development program was designed, therefore, to assist teachers to acquire…

  19. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

    Science.gov (United States)

    Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

    2017-01-01

    This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

  20. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    Science.gov (United States)

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  1. Social learning as approach for teacher professional development; how well does it suit them?

    NARCIS (Netherlands)

    Meijs, Celeste; Prinsen, Fleur; De Laat, Maarten

    2017-01-01

    Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and

  2. Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields

    Science.gov (United States)

    Bilgin, Aysegül; Balbag, Mustafa Zafer

    2016-01-01

    This study has developed "Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields". Exploratory factor analysis of the scale has been conducted based on the data collected from 200 science and technology teachers across Turkey. The scale has been observed through varimax rotation method,…

  3. Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators

    Science.gov (United States)

    Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

    2014-01-01

    This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional…

  4. Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia

    Science.gov (United States)

    Widodo, Ari; Riandi

    2013-01-01

    This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify…

  5. Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

    Science.gov (United States)

    Edinger, Matthew J.

    2017-01-01

    This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers' practice, attitude, collaboration, content knowledge, and goal effectiveness.…

  6. Use of WebQuest Design for Inservice Teacher Professional Development

    Science.gov (United States)

    Iskeceli-Tunc, Sinem; Oner, Diler

    2016-01-01

    This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers' technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking…

  7. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

    Science.gov (United States)

    Caukin, Nancy G.; Brinthaupt, Thomas M.

    2017-01-01

    Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher…

  8. Teacher Professional Development for Learning Organization on Sufficiency Economy in Small Schools

    National Research Council Canada - National Science Library

    Ariratana, Wallapha

    2013-01-01

    ... programs as well as integrating sufficient economy into the learning and teaching situations. The purposes of this study are to develop teacher professional for learning organization on sufficiency economy in small schools as well as to develop principals and teachers' concepts about learning organization on sufficient economy. This study employ...

  9. Teachers' professional development needs and current practices at the Alexander Science Center School

    Science.gov (United States)

    Gargus, Gerald Vincent

    This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support

  10. An examination of science teachers' learning in a laboratory-based professional development program

    Science.gov (United States)

    Kiehl, Melissa Lynn

    Professional development generally refers to the collection of activities that systematically increase teachers' knowledge of academic subjects and advance teachers' understanding of instructional strategies. Given the complexity of the reform initiatives for science education in the United States of America as set forth by the American Association for the Advancement of Science (AAAS), and the National Science Education Standards (NRC, 1996), professional development might provide a bridge for aligning teacher practice with national standards (Loucks-Horsley, 1995). However, the current model of professional growth, focused largely on expanding a repertoire of skills, is not adequate (Little, 1993). Understanding teacher learning theory and utilizing research on pedagogical content knowledge (PCK) could be the differentiating factor for science teacher professional development; if utilized in design and evaluation, they may promote both knowing science in context and knowing how to tailor science learning to the needs of students (Shulman, 1987). The purpose of this study was to investigate how the Laboratory Science Teacher Professional Development Program (LSTPD), a three year professional development model that immerses teachers in learning science content through inquiry, impacts teachers' learning and classroom practice. It first aimed to analyze teacher learning and PCK; second, it examined their views on professional development; and third, whether they anticipate adapting their practice to include facets of their laboratory experience. Participants were teachers in their second or third year of participation in LSTPD. The study followed a qualitative case study design and made use of in-depth interviews and observations to examine teachers' knowledge, beliefs, and practice. The study drew on a constructivist framework. Findings demonstrated that teachers' understanding of content, inquiry, and science as a living enterprise were greatly increased, and that

  11. US Urban Teachers' Perspectives of Culturally Competent Professional Development

    Science.gov (United States)

    Flory, Sara B.; McCaughtry, Nate; Martin, Jeffrey J.; Murphy, Anne; Blum, Barbara; Wisdom, Kimberlydawn

    2014-01-01

    Health disparities related to food choices, nutrition behaviours and smoking habits in urban communities in the United States signal the importance of health education (HE) in schools, yet educators in urban communities face unique cultural challenges often unaddressed in professional development (PD). The purpose of this study was to use a…

  12. Effects of professional development on the knowledge and classroom practices of elementary school science teachers

    Science.gov (United States)

    Minuskin, Sondra

    The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

  13. Networking of teachers as an individual professional development

    Directory of Open Access Journals (Sweden)

    Магомедхан Магомедович Ниматулаев

    2015-12-01

    Full Text Available Today the system of additional professional education (CVE do not fully manages the timely realization of the process of introduction of new information technologies, modern organizational forms of education. In this situation, experts have their own conditions of use of network technologies to seek a variety of opportunities for self-education, self-training. Network technology is Web-based and space allow, when it is necessary to carry out the process of self-training. In article methodical aspects of network interaction as professional development forms are stated.

  14. Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

    Science.gov (United States)

    Boriack, Anna Christine

    The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into

  15. Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes

    Science.gov (United States)

    Brown, Sandra K.

    2017-01-01

    The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity…

  16. Professional Development for Teachers on Gender Equity in the Sciences: Initiating the Conversation

    Science.gov (United States)

    Battey, Daniel; Kafai, Yasmin; Nixon, Althea Scott; Kao, Linda L.

    2007-01-01

    We face more subtle and complex issues in gender equity in the sciences than ever before. Although researchers have proposed various interventions and solutions, one area that has received little attention is professional development for teachers. We synthesized 170 projects, sponsored by NSF and AAUW, which included professional development on…

  17. Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

    Science.gov (United States)

    Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

    2016-01-01

    The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

  18. Job-Embedded Professional Development: Its Impact on Teacher Self-Efficacy and Student Performance

    Science.gov (United States)

    Althauser, Krista

    2015-01-01

    A quantitative approach was used to investigate the impact of a district-wide, job-embedded mathematics professional development program on elementary teachers' general and personal efficacy. This investigation was based on the principles of mathematics professional development, efficacy theory, and student achievement. It was designed to…

  19. Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

    Directory of Open Access Journals (Sweden)

    Todd Campbell

    2012-05-01

    Full Text Available This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

  20. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-01-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…

  1. Does Coaching Student Teachers Affect the Professional Development and Teaching of Cooperating Teachers? A Cross-Cultural Perspective.

    Science.gov (United States)

    Ariav, Tamar; Clinard, Linda McCorkel

    This study examined the perceptions of cooperating teachers who are coaching student teachers within Professional Development School (PDS) models in two cultures. Part of an action research project conducted by the University of California-Irvine (UCI) and Beit Berl College (Israel), the study examined: (1) what contributions the cooperating…

  2. #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

    Science.gov (United States)

    Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

    2014-01-01

    This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

  3. Professional development of Teacher Educators: What do they do? Findings from an explorative international study among teacher educators

    NARCIS (Netherlands)

    dr.ir. Quinta Kools; Simone White; Tetsuhito Sakata; Marcel van der Klink; Gilada Avissar

    2011-01-01

    The professional development of teacher educators is increasingly acknowledged as a topic of paramount importance. This is partly due to the stronger emphasis on improving the quality of teacher education programs and as a consequence of the increasing focus on lifelong learning of those responsible

  4. The Results of an Era of Teacher Professional Development at McDonald Observatory

    Science.gov (United States)

    Finkelstein, K. D.; Hemenway, M. K.; Preston, S.; Wetzel, M.; Meyer, J.; Rood, M.

    2014-07-01

    During the past decade, McDonald Observatory has been developing and refining its Teacher Professional Development Workshops, many of which have been supported by NASA. Metrics include attendance, perceived knowledge gain, and readiness to apply what was learned in the classroom. Evaluations show impact through the classroom application at five to six months after the workshops and through consistently high positive workshop results. This paper will show that a) our Teacher Professional Development Workshops are consistently well attended, b) the workshops improve teachers' confidence and their understanding of concepts, c) teachers enjoy unique interactions with astronomers and engineers, d) teachers appreciate hands-on and inquiry-based activities that are modeled and tied to state and national standards, and e) many teachers experience using the activities in their classrooms with good results.

  5. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development

    Science.gov (United States)

    Doraiswamy, Nithya

    This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

  6. Teachers' Learning Journeys: The Quality Learning Circle as a Model of Professional Development.

    Science.gov (United States)

    Lovett, Susan; Gilmore, Alison

    2003-01-01

    Introduces an alternative approach to teacher professional development in New Zealand, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet local needs alongside national agendas. (Contains 31 references.) (Authors/PKP)

  7. Professional Development Experiences in Co-Teaching: Associations with Teacher Confidence, Interests, and Attitudes

    Science.gov (United States)

    Pancsofar, Nadya; Petroff, Jerry G.

    2013-01-01

    Co-teaching is a widely implemented instructional strategy that poses unique challenges to teachers and may require targeted training. This study considers the role of pre-service and in-service professional development opportunities regarding co-teaching and teacher confidence, interests, and attitudes regarding co-teaching in a sample of general…

  8. 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…

  9. Elementary Teachers' Simulation Adoption and Inquiry-Based Use Following Professional Development

    Science.gov (United States)

    Gonczi, Amanda; Maeng, Jennifer; Bell, Randy

    2017-01-01

    The purpose of this study was to characterize and compare 64 elementary science teachers' computer simulation use prior to and following professional development (PD) aligned with Innovation Adoption Theory. The PD highlighted computer simulation affordances that elementary teachers might find particularly useful. Qualitative and quantitative…

  10. Make Room for Our Voices: Using Poetry in Professional Development for Secondary ESL and ELA Teachers

    Science.gov (United States)

    Gulla, Amanda Nicole

    2012-01-01

    When asked by a principal to design a workshop for ELA and ESL teachers on addressing new ESL regulations, the author suggested that they offer professional development that might inspire teachers to try new practices that could help their students grow as writers. The author decided to devote a workshop not to rules and regulations, but to…

  11. The Quality of Teaching and Professional Development of Teachers: A Portuguese Study

    Science.gov (United States)

    Herdeiro, Rosalinda; Costa e Silva, Ana Maria

    2013-01-01

    This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: "Do the education policies of the government…

  12. How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School

    Science.gov (United States)

    Dos Santos, Luis Miguel

    2017-01-01

    The purpose of the research study is to explore how a peer observation training programme could be beneficial to the professional development of English teachers in an East Asian environment. The research objectives were to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in,…

  13. Science Teachers' Meaning-Making When Involved in a School-Based Professional Development Project

    Science.gov (United States)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers' meaning-making includes both their reference to…

  14. Teaching Assistants and Teacher Education in England: Meeting Their Continuing Professional Development Needs

    Science.gov (United States)

    Bignold, Wendy; Barbera, Jackie

    2012-01-01

    Teaching assistants are often the constant adult in classrooms in England today and find themselves working closely with student-teachers. This paper explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development (CPD) needs in relation…

  15. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  16. Physical Education Teachers' Continuing Professional Development in Health-Related Exercise: A Figurational Analysis

    Science.gov (United States)

    Alfrey, Laura; Webb, Louisa; Cale, Lorraine

    2012-01-01

    This paper uses figurational sociology to explain why Secondary Physical Education teachers' engagement with Health Related Exercise (HRE) is often limited. Historically-rooted concerns surround the teaching of HRE, and these have recently been linked to teachers' limited continuing professional development (CPD) in HRE (HRE-CPD). A two-phase,…

  17. Career development and professional attrition of novice ESL teachers of adults

    National Research Council Canada - National Science Library

    Valeo, Antonella; Faez, Farahnaz

    2013-01-01

    ..., we report on a study of the career development and professional attrition of novice ESL teachers as they attempt to secure and maintain teaching positions in their first years of practice. The study draws on data gathered in a broader research project investigating the self-efficacy of novice ESL teachers in the Canadian p...

  18. Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

    Science.gov (United States)

    Munifatullah, Feni; Musthafa, Bachrudin; Sundayana, Wachyu

    2016-01-01

    The study examines three new EFL teachers professional knowledge development through discussion in a "Teacher Study Group" ("TSG") in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected…

  19. An Investigation of the Perception of Professional Development among Mississippi's Secondary Welding Teachers

    Science.gov (United States)

    Ferguson, Douglas Forrest

    2012-01-01

    This research study originated as a result of a paucity of information available regarding how secondary welding teachers in Mississippi perceive the value of professional development they have received within the previous two years. The purpose of this study was to examine the perceptions of Mississippi's secondary welding teachers regarding how…

  20. Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers' Technology Self-Efficacy

    Science.gov (United States)

    DeSantis, Joshua D.

    2013-01-01

    Identifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional…

  1. Modern Reality of Professional Development of a Future Teacher of Physical Culture: Informative-Educational Environment

    Directory of Open Access Journals (Sweden)

    Yury V. Dragnev

    2012-05-01

    Full Text Available The contribution is focused on informative-educational environment as reality of professional development of a future teacher of physical culture, states that the basis of strategic direction in education informatization of a future teacher of physical culture lies in access of students and teaching staff to the high-quality network educational informatiional resources.

  2. Revealing Praxis: A Study of Professional Learning and Development as a Beginning Social Studies Teacher Educator

    Science.gov (United States)

    Ritter, Jason K.

    2010-01-01

    This self-study reports on the professional learning and development of a beginning social studies teacher educator via an examination of the evolving relationship between the author's beliefs and practices during his first three years preparing social studies teachers. Throughout this time data were systematically collected in the form of written…

  3. Exploring English Teachers' Perceptions about Peer-Coaching as a Professional Development Activity of Knowledge Construction

    Science.gov (United States)

    Castañeda-Londoño, Adriana

    2017-01-01

    Teachers' knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and their actual construction of knowledge in a…

  4. Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading

    Science.gov (United States)

    Vereb, Anita; Carlisle, Joanne F.; Mihocko-Bowling, Emily

    2015-01-01

    This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others'…

  5. Online Learning Community: A Case Study of Teacher Professional Development in Indonesia

    Science.gov (United States)

    Sari, Eunice Ratna

    2012-01-01

    This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a "conventional way", hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life…

  6. How Teachers Integrate a Math Computer Game: Professional Development Use, Teaching Practices, and Student Achievement

    Science.gov (United States)

    Callaghan, M. N.; Long, J. J.; van Es, E. A.; Reich, S. M.; Rutherford, T.

    2018-01-01

    As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use…

  7. The Contribution of a Particular "Kids in Parks" Programme to the Professional Development of Teachers

    Science.gov (United States)

    Ferreira, J. G.

    2014-01-01

    This article considers the possible contribution of the "kids in parks" programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator…

  8. Supporting the Professional Development of Teacher Educators in a Productive Way

    Science.gov (United States)

    Boei, Fer; Dengerink, Jurriën; Geursen, Janneke; Kools, Quinta; Koster, Bob; Lunenberg, Mieke; Willemse, Martijn

    2015-01-01

    This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011-2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the…

  9. Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers

    Science.gov (United States)

    Jaipal, Kamini; Figg, Candace

    2011-01-01

    Action research in classrooms can be challenging for novice teacher researchers. This paper reports on a study involving eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings…

  10. "Coursera" Online Course: A Platform for English Teachers' Meaningful and Vibrant Professional Development

    Science.gov (United States)

    Silvia, Arnis

    2015-01-01

    This article reports on English teachers' attitudes towards a professional development program run by "Coursera" ("coursera.org"). These teachers were participants of "Foundation of Teaching for Learning 1: Introduction" online course. Using a survey case study, the findings reveal that most of the participants…

  11. Teacher Professional Development in Mathematics and Science: A Blended Learning Approach

    Science.gov (United States)

    Sinclair, Margaret; Owston, Ron

    2006-01-01

    Blended learning is a promising model for supporting teacher professional development that combines the advantages of traditional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers' attitudes, knowledge, and classroom practices. These…

  12. Teaching Aquatic Science as Inquiry through Professional Development: Teacher Characteristics and Student Outcomes

    Science.gov (United States)

    Duncan Seraphin, Kanesa; Harrison, George M.; Philippoff, Joanna; Brandon, Paul R.; Nguyen, Thanh Truc T.; Lawton, Brian E.; Vallin, Lisa M.

    2017-01-01

    We present an inquiry-based, aquatic science professional development (PD) for upper-elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers' characteristics and the grade band of the students. Our study lends support to the assertion that inquiry- and content-focused PD, paired with…

  13. Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development

    Science.gov (United States)

    von Gnechten, Mitchell P.

    2011-01-01

    Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share…

  14. Assessing the Ability of an Online Environment to Facilitate the Critical Features of Teacher Professional Development

    Science.gov (United States)

    Surrette, Timothy N.; Johnson, Carla C.

    2015-01-01

    Providing teachers effective professional development (PD) is an ongoing challenge in the field of education. Emergence of technological innovations in the form of computer-based asynchronous and synchronous communication has provided new opportunities to improve and expand teacher PD opportunities beyond the physical walls of a school. The…

  15. Changing Teamwork Practices: Videopaper as a Mediating Means for Teacher Professional Development

    Science.gov (United States)

    Hauge, Trond Eiliv; Norenes, Svein Olav

    2009-01-01

    This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented…

  16. Continuing Professional Development - Why Bother? Perceptions and Motivations of Teachers in Ireland

    Science.gov (United States)

    McMillan, Dorothy J.; McConnell, Barbara; O'Sullivan, Helen

    2016-01-01

    In a larger study carried out by O'Sullivan "et al." to explore the perceptions and experiences of teachers in the Republic of Ireland and Northern Ireland who were engaged in continuing professional development (CPD), one of the significant findings to emerge was the key role of teacher motivation. The current study therefore focuses on…

  17. The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

    Science.gov (United States)

    Harris, Jo; Cale, Lorraine; Musson, Hayley

    2011-01-01

    The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

  18. Teachers' Professional Development: The Case of WhatsApp

    Science.gov (United States)

    Cansoy, Ramazan

    2017-01-01

    In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between…

  19. Practitioner Research as Part of Professional Development in Initial Teacher Education

    Science.gov (United States)

    Maaranen, Katriina

    2009-01-01

    The purpose of this research is to seek the connection between professional development and an MA thesis research project, which is conducted as part of initial teacher education in Finland. This article examines the experiences of teachers with work experience, but without an official qualification, who recently completed their MA thesis. The…

  20. Professional development of teachers in the conditions of informatization of education

    Directory of Open Access Journals (Sweden)

    Галина Аркадьевна Федорова

    2014-12-01

    Full Text Available The article discusses modern trends of informatization of education. It is represented the theoretical analysis of the concept of "the professional development of teacher", which are characterized by the main components of this concept: the pedagogical orientation, professional competence, creativity, self-education from the point of view of active informatization of education.

  1. Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

    Science.gov (United States)

    Vujicic, Lidija; Camber Tambolaš, Akvilina

    2017-01-01

    The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

  2. Experience as a Basis for the Professional Development of Future Teacher of Music

    Science.gov (United States)

    Popovych, Natalia

    2014-01-01

    This paper investigates the problem of forming the professional and personal experience of the future music teacher as the basis for improving its professional excellence. The aim of the study was the theoretical justification and experimental verification of the contents of the experience gained and pedagogical technology of development of the…

  3. The role of sustained professional development in science teacher renewal and retention

    Science.gov (United States)

    Meyer, Janice Dawn

    The Texas Regional Collaboratives for Excellence in Science Teaching (TRC) is a sustained professional development program serving over 700 teachers in Texas. The teacher participants receive over 105 contact hours of professional development each year. The purpose of this study was to investigate the role of the TRC professional development program in science teacher renewal and retention. Sixty current and former members of the TRC were intentionally selected and surveyed to determine the impact of the program on science teacher renewal. One-on-one interviews were also conducted with selected participants to verify and describe their respective TRC experiences. Study participants averaged 13.4 years of teaching experience and 3.3 years participating in the TRC program. Findings revealed teachers joined the TRC program to enhance the learning of their students, remained in the program for the classroom lessons and materials and left the program due to family reasons. Findings also revealed six factors impacting science teacher renewal: Building confidence in teaching ability; creating professional environments; providing classroom materials; providing current information on statewide issues; providing leadership opportunities; and providing networking opportunities. These factors impacting renewal are supported in literature on science teacher retention and renewal and are all important for science teacher renewal to occur.

  4. 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.

  5. Teacher participation in science fairs as professional development in South Africa

    Directory of Open Access Journals (Sweden)

    Clement K. Mbowane

    2017-07-01

    Full Text Available This research was undertaken to understand the perceptions of the Physical Sciences teachers who participate in the South African ‘Eskom Expo for Young Scientists’, regarding the educational significance of the science fair, and the extent to which expo participation provides an opportunity for professional development. The educational significance of this article is found in its contribution to the professional identity of teachers in their roles as organisers, mentors and judges. The model of Beijaard et al. (Teach Teach Educ. 2004;20:107–128 was used to characterise the teachers’ professional identity in terms of professional knowledge, attitudes, beliefs, norms and values, as well as emotions and agency. Interviews with the Physical Sciences teachers were analysed using thematic analysis, ultimately interpreting and linking the categories of responses to the theme of professional identity. The study found that expo participation contributes to pedagogical knowledge, content knowledge (as both procedural and declarative or factual knowledge and pedagogical content knowledge. Self-efficacy beliefs were strengthened, positive attitudes were developed, and strategies of inquiry-based learning and effective methodological instruction were observed during participation, which contributed to the participants’ school-based teaching. Teachers learn both from their engagement with learners, and through networking opportunities with fellow teachers. Teachers themselves value these aspects, and consequently, science fair participation is a sustainable form of professional development. It is recommended that the opportunity for professional development that is provided by teachers’ participation in such school-level science fairs should be acknowledged and promoted by schools and fair organisers. Significance: Science expos offer professional development to participating teachers and improve learners’ academic performance.

  6. ACTIVITY APPROACH AND FORMATION OF PROFESSIONAL COMPETENCIES IN SUBJECT TEACHERS IN THE COURSE OF PROFESSIONAL DEVELOPMENT TRAINING

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    S E Mansurova

    2016-12-01

    Full Text Available Activity approach, differently refracted at different levels of education, has put many new challenges for teachers. The competence approach acts as the methodological basis of the state educational standard of higher professional education, additional professional education; the system-activity approach acts as the methodological basis of the standards of General education. With regard to teachers of General education, the main task is to overcome the contradiction between the real level of their qualifications and new high requirements for them. These requirements are outlined in the leading normative documents of the educational standards, Professional standard “Teacher”. For the system of teacher professional development the authors of this article propose an integrated approach that combines competence-based and system-activity approaches. The integrated approach differs substantially for teachers who teach subjects of Humanities and science profiles. The paper presents the examples of tasks for various categories of teachers, the specifics of the project and research activities, as well as the characteristics of the process of problematization in the classroom and in extracurricular activities of the teachers. The universal educational actions are differenciated from the position of the variable component. At the same time the authors understand the necessity of taking into account the invariant component in the teaching of humanitarian and natural science disciplines. This thesis is a reflection of the general trend towards integration and interdisciplinarity.

  7. The effects of a STEM professional development intervention on elementary teachers

    Science.gov (United States)

    Dailey, Deborah D.

    To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see

  8. Teachers' Professional Development for Differentiated Instruction in Mixed-Ability Classrooms: Investigating the Impact of a Development Program on Teachers' Professional Learning and on Students' Achievement

    Science.gov (United States)

    Valiandes, Stavroula; Neophytou, Lefkios

    2018-01-01

    The present article reports the results of a study performed to investigate and examine the characteristics of a teachers' professional development program (Teachers' Professional Development Program for Differentiated Instruction [PDD]) specially designed to support teachers in the design and application of differentiated instruction. Considering…

  9. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  10. FEATURES OF PROFESSIONAL DEVELOPMENT OF PHYSICAL TRAINING TEACHERS IN THE CONDITIONS OF POST-GRADUATE EDUCATION

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    Oksana Voitovska

    2016-09-01

    Full Text Available The analyze of a scientific and educational literature was done in the article as to problems of professional development of physical training teachers of postgraduate education.It is given proper definition of concept «professional development of physical training teachers».It is indicated that in current conditions, the quality and level of preparation of physical training teachers does not fully satisfy the needs of the individual, society and state.A new Ukrainian society with its problems, require physical training teachers of innovative type, that combines spiritual and physical wealth, ability for creative collaboration that are intended to form, to develop and to bring up a new generation of Ukrainians.It is determined that the creation in the system of post-graduate education conditions for the actualization of teachers of physical training, the needs of forming motivation, values of orientations in their continuous professional development and to ensure organizational and methodological support and their movement to a high level of professional competence and professional self-realization of physical training teachers are important and actual tasks of post-graduate education.

  11. Professional development by scientists and teachers' understanding of the nature of science

    Science.gov (United States)

    Schuster, Dwight A.

    The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how

  12. Developing a workable teacher identity: Building and negotiating identity within a professional network

    Science.gov (United States)

    Rostock, Roseanne

    The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how

  13. 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)…

  14. A Comparison of Two Curricular Models of Professional Development to Increase Teacher Repertoires for Instructing Students with Autism

    Science.gov (United States)

    Dille, Lisa

    2013-01-01

    This study compared the effectiveness of two curricular models of professional development to increase teacher repertoires for instructing students with autism. Specific focus was on the use of a Blended Model of professional development in comparison to a Behavioral Model of professional development in regard to increasing teacher knowledge,…

  15. Mathematics Preparation and Professional Development of Deaf Education Teachers.

    Science.gov (United States)

    Pagliaro, Claudia M.

    1998-01-01

    Examines the mathematics competency of teachers of deaf and hard-of-hearing students as a factor in these students' poor performance. Analysis of a survey of teachers of the hearing impaired and administrators indicates insufficient mathematics preparation of teachers, particularly those at the high school level. Suggestions for improving…

  16. A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

    Science.gov (United States)

    Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

    2012-04-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p leadership skills were significantly higher than those of the Control group teachers' (p leadership skills.

  17. Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    Science.gov (United States)

    Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

    2017-06-01

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  18. Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Voogt, J.

    2016-01-01

    This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers

  19. From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

    Science.gov (United States)

    Burstein, Jill; Shore, Jane; Sabatini, John; Moulder, Brad; Lentini, Jennifer; Biggers, Kietha; Holtzman, Steven

    2014-01-01

    This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

  20. Vocational Teachers and Professionalism

    DEFF Research Database (Denmark)

    Andreasen, Karen Egedal; Duch, Henriette

    Several theorists has developed models to illustrate the processes of adult learning and professional development (e.g. Illeris, Argyris, Engeström; Wahlgren & Aarkorg, Kolb and Wenger). Models can sometimes be criticized for reducing reality and for lacking details, but they can also serve the p......, vocational teacher-training course in Denmark. By offering a basis and concepts for analysis of practice such model is meant to support the development of vocational teachers’ professionalism at courses and in organizational contexts in general....... as other contextual factors. Our concern is adult vocational teachers attending a pedagogical course and teaching at vocational colleges. The aim of the paper is to discuss different models and develop a model concerning teachers at vocational colleges based on empirical data in a specific context......Several theorists has developed models to illustrate the processes of adult learning and professional development (e.g. Illeris, Argyris, Engeström; Wahlgren & Aarkorg, Kolb and Wenger). Models can sometimes be criticized for reducing reality and for lacking details, but they can also serve...

  1. Professional Development and Teacher Self-Efficacy: Learning from Indonesian Modern Islamic Boarding Schools

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    Azam Othman

    2017-03-01

    Full Text Available This study highlights teachers’ involvement in professional development (PD activities teachers in the Darussalam Modern Islamic Boarding School (DMIBS, East Java, Indonesia. It evaluates the implementation of PD programs by identifying teachers` perception toward PD they participated in. The study used a survey research approach to investigate professional development and the level of teacher`s self-efficacy at the boarding school. The majority of teachers have a high level of satisfaction toward the implementation of PD activities in DMIBS in terms of course content, instructor, relevancy to teaching practice and course management. Also, teachers reported that the school had given them an adequate opportunity to participate in different types of PD activities. However, the study did not find significant differences between the length of teaching experience and teachers’ academic qualifications in teachers` perceptions towards PD activities. Some studies found that teachers with higher levels of academic qualification, showed higher and increased levels of efficacy. However, the current study did not show similar results as teachers with degrees and DMIBS qualifications respectively showed no significant differences in their levels of efficacy. This indicates that having different academic qualifications did not affect the increase in teachers` efficacy.

  2. Are We Preparing or Training Teachers? Developing Professional Judgment in and beyond Teacher Preparation Programs

    Science.gov (United States)

    Scales, Roya Q.; Wolsey, Thomas DeVere; Lenski, Susan; Smetana, Linda; Yoder, Karen K.; Dobler, Elizabeth; Grisham, Dana L.; Young, Janet R.

    2018-01-01

    This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers' observational notes, and school and…

  3. Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

    Science.gov (United States)

    Reeves, Katrina; Miller, Scott; Foster, Andrea

    2015-01-01

    The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

  4. Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

    Science.gov (United States)

    Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

    2011-12-01

    Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

  5. 'Plasma Camp': A Different Approach to Professional Development for Physics Teachers

    Energy Technology Data Exchange (ETDEWEB)

    Andrew Post-Zwicker and Nicholas R. Guilbert

    1998-12-01

    The Plasma Physics and Fusion Energy Institute ('Plasma Camp') was inaugurated in 1998 as a way to address two areas of concern in the professional development of high-school physics teachers: involving teachers in the theory and methods of a current area of research in physics and connecting the research experience back into the classroom. The Institute, run jointly by a scientist and a teacher, immersed high-school teachers from across the country in laboratory investigations and in pedagogical projects for two weeks at Princeton University's Plasma Physics Laboratory. The goals, structure, and initial outcomes of the Institute are discussed.

  6. Effects of Targeted Professional Development on Teachers' Specific Praise Rates

    Science.gov (United States)

    Simonsen, Brandi; Freeman, Jennifer; Dooley, Kathryn; Maddock, Eleanor; Kern, Laura; Myers, Diane

    2017-01-01

    Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers' classroom management. This…

  7. Associate Teachers' Perceptions of Effective Mentorship Professional Development

    Science.gov (United States)

    Black, Glenda L.; Olmsted, Barbara; Mottonen, Anna-Liisa

    2016-01-01

    Associate (mentor) teachers are essential partners in guiding teacher candidates into the profession; however, little training is offered for this critical role. This study explored, through the lens of self-determination theory, types of support and delivery most useful for successful mentorship during practicum. Online surveys and invited…

  8. Beginner teacher professional development: An action research and ...

    African Journals Online (AJOL)

    Tanya

    As researcher, I as first author examined the application of the principles of action research and the application ..... used the following self-managing learning app- ...... Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education,. 25(2):344-349. doi: 10.1016/j.tate.2008.06.008.

  9. Using Wikis and Collaborative Learning for Science Teachers' Professional Development

    Science.gov (United States)

    Chen, Y-H.; Jang, S-J.; Chen, P-J.

    2015-01-01

    Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…

  10. Professional Development Needs of Mid-Career Agriculture Teachers

    Science.gov (United States)

    Smalley, Scott W.; Smith, Amy R.

    2017-01-01

    Nationwide, agricultural education faces a shortage of teachers (National Teach Ag Campaign, 2014; Foster, Lawver, & Smith, 2016). To remedy this, both recruitment and retention efforts are necessary. While extensive research in agricultural education has focused on needs of beginning teachers, less research has focused on needs of agriculture…

  11. Developing Mathematical Knowledge for Teaching Teachers: A Model for the Professional Development of Teacher Educators

    Science.gov (United States)

    Superfine, Alison Castro; Li, Wenjuan

    2014-01-01

    What is needed to prepare teachers to effectively teach mathematics has been the subject of considerable debate for at least two decades, with the focus shifting back and forth between the number of mathematics courses that teachers need to the mathematics content that teachers need to know. Building upon previous work related to teacher…

  12. Web-Based Video and Frame Theory in the Professional Development of Teachers: Some Implications for Distance Education

    Science.gov (United States)

    Fong, Cresencia; Woodruff, Earl

    2003-01-01

    This study explores the use of video vignettes as a tool for the professional development of teachers. It is postulated that teachers' professional frames prime them to view vignettes through multiple "lenses," and that teachers may not recognize exemplary practice when presented with it. Think-aloud and interview data are collected as 11…

  13. Professional formation of young teacher

    Directory of Open Access Journals (Sweden)

    Едуард Тіберійович Соломка

    2015-11-01

    Full Text Available The article discusses some aspects of professional training of young teachers for vocational and educational activities.The psychological analysis of professional and educational activities of young teachers is conducted. Productive way of developing the ability to solve educational problems can be reflexive training of young teachers, which ensures them study the basics of designing specific educational decisions and organizes active interaction of beginners in the search of productive pedagogical decisions

  14. Informative and educational spaces in higher educational establishment and their influence on professional development of future teacher of physical culture.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-03-01

    Full Text Available In the article the problems of professional development of future teacher of physical culture are examined in the conditions of informative educational space. The value of acmeological approach opens up in the process of professional development of future teacher of physical culture. It is indicated that not only the individual features of future teacher of physical culture but also features of innovative environment influence on professional development. The system awareness of professional development of future teacher of physical culture is presently needed in the conditions of informative educational space of higher school.

  15. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Directory of Open Access Journals (Sweden)

    Amy D. Robertson

    2017-07-01

    Full Text Available Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  16. Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

    Science.gov (United States)

    Furman Shaharabani, Yael; Tal, Tali

    2017-10-01

    Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

  17. Using action research for teacher professional development: Research in science and technology education

    Science.gov (United States)

    van Oostveen, Roland Harry

    Initial plans for this project called for collaborative action research to be used as a means of providing authenticity to the teacher development process by: (1) giving teacher opportunities to improve their understanding of their subject matter, (2) allowing teachers to improve their own practice, and (3) determining factors which may affect this type of professional development. After some time it became apparent that the collaborative nature of the action research engaged in by the participating teachers needed to be modified. The modified collaboration, termed purposeful action research, was employed through the remainder of the project. Purposeful action reaction can be viewed as a community of teachers who engage in professional development using 'purposeful' action research as a means of progressive knowledge building around science (and technology) education. Action research holds the promise of offering science and technology teachers more control of their growth as pedagogical practitioners. However, it appears that teachers need to be exposed to issues that extend beyond the reach of the government imposed curriculum guidelines. During the course of this research project it became clear that purposeful action research was necessary in order to address these issues. This thesis provides a detailed account and a description of the characteristics of purposeful action research in action. Two teams of elementary and secondary science and technology teachers were formed to work within collaborative communities. These teams identified common pedagogical problems that they agreed to use as the focus of their work. Over the four months duration of the project, the teachers worked together to prepare unit plans, organize lessons and share resources. The thesis concludes with a reiteration of the aims of the project and a brief discussion of the implications of the findings for science and technology education, teacher professional development, and educational

  18. Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2017-01-01

    Full Text Available Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues. Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  19. Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment.

    Science.gov (United States)

    Jetha, Farah; Boschma, Geertje; Clauson, Marion

    2016-02-26

    The current nursing profession is challenged with a decreasing supply of competent clinical teachers due to several factors consequently impacting the quality of nursing education. To meet this demand, academic nursing programs are resorting to hiring expert nurses who may have little or no teaching experience. They need support during their transition from practice to teaching. Using the systematic approach of a Rapid Evidence Assessment (REA), scholarly literature was reviewed to identify existing professional development needs for novice clinical teachers as well as supportive strategies to aid the transition of experienced nurses into teaching practice. The REA included 29 relevant studies. Findings revealed three main professional development needs for novice clinical teachers and key supportive strategies. Based on these findings recommendations for best practices to support and prepare novice clinical teachers are presented.

  20. Opportunities for Teacher Professional Development in Oklahoma Rural and Nonrural Schools. REL 2017-273

    Science.gov (United States)

    Peltola, Pia; Haynes, Erin; Clymer, Lauren; McMillan, Alex; Williams, Haidee

    2017-01-01

    The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how…

  1. Constructivist-Centered Professional Development in Vocabulary Instruction for Upper Grade Elementary Teachers

    Science.gov (United States)

    Samson, Beatrice

    2012-01-01

    This research study was designed to investigate the impact of constructivist-centered professional development in vocabulary instruction for 14 upper-grade elementary school teachers. The researcher facilitated 10 training sessions held in small groups, during grade level meetings at an urban public school, to develop individual and collective…

  2. Priority Fields of Teachers' Professional Development in Terms of Open Education Worldwide

    Science.gov (United States)

    Avshenyuk, Nataliya

    2016-01-01

    The article is devoted to the problem of teachers' professional development within the concept of "open educational resources". The author analyzes the project "Massive Open Online Courses" (MOOC) as one of the modern achievements in the area of information and communication technology (ICT) for the development of adult…

  3. Teachers' Continuing Professional Development Programmes in the Kingdom of Saudi Arabia

    Science.gov (United States)

    Alghamdi, Ahmed Hassan; Li, Li

    2011-01-01

    This article aims to review the historical development of continuing professional development programmes (CPDPs) for teachers, as well as the policies and objectives of such programmes in the Kingdom of Saudi Arabia (KSA) from the inception of these programmes until now. Styles of CPDPs that the Education Training Centres (ETCs) offer are…

  4. Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms

    Science.gov (United States)

    Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

    2016-01-01

    Functional Behavioural Assessment (FBA) is identified as a research-based approach used in many Western schools to support student behaviour. This study aimed to assist Thai classroom teachers by providing a professional development and learning programme in FBA to develop an effective and efficient process to address behaviour problems and allow…

  5. Learner Orientation through Professional Development of Teachers? Empirical Results from Cascade Training in Anglophone Cameroon

    Science.gov (United States)

    Lange, Sarah

    2014-01-01

    This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three…

  6. An Implementation of a Twitter-Supported Personal Learning Network to Individualize Teacher Professional Development

    Science.gov (United States)

    Deyamport, W. H., III.

    2013-01-01

    In this action research study, eight teachers at an elementary school were trained in the use of Twitter to support the development of a personal learning network as a strategy to address non-differentiated professional development at the school. The main research question for this study was: In what ways, if any, can the use of a…

  7. Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education

    NARCIS (Netherlands)

    Stolk, M.J.; Bulte, A.M.W.|info:eu-repo/dai/nl/115689001; de Jong, O.|info:eu-repo/dai/nl/074847880; Pilot, A.|info:eu-repo/dai/nl/068350880

    2012-01-01

    Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional

  8. Implementing the Professional Development Standards: An Innovative M.S. Degree for High School Chemistry Teachers

    Science.gov (United States)

    Lowery Bretz, Stacey

    2002-11-01

    The 1996 publication of the National Science Education Standards (NSES) has had a profound effect on curriculum development, assessment of student learning, and pre-service teacher education. One consequence of this at the state level has been the abandonment of permanent certification for K-12 teachers in favor of renewable licensure. Ohio and Pennsylvania now require secondary teachers to earn an M.S. within ten years of their B.S. However, the NSES for professional development have yet to receive emphasis and priority in implementation equal to that given the content standards. For high school chemistry teachers, existing M.S. programs fail to meet the NSES professional development guidelines. This report outlines a vision for a new kind of masters' degree, tailored to the needs and talents of high school chemistry teachers, which provides for integration of both pedagogical knowledge and content knowledge (chemistry). The program empowers teachers with the skills necessary for continual professional development throughout their careeers by using action research in the high school classroom. Graduate courses in chemistry education research, including an extensive annotated bibliography, and early evaluation results are reported.

  9. Continuing Professional Development through Sustainable In-service Teacher Training System in Kenya, Malawi and Zambia

    OpenAIRE

    Banda, Benson

    2014-01-01

    It is part of ATLAS.ti User Conference 2013 : Fostering Dialog on Qualitative Methods Editor: Susanne Friese Berlin: Universitätsverlag der TU Berlin, 2014 ISBN 978-3-7983-2692-7 (composite publication) URN urn:nbn:de:kobv:83-opus4-51577 [http://nbn-resolving.de/urn:nbn:de:kobv:83-opus4-51577] A teacher is critical in modelling a learner. Continuing Professional Development (CPD) for teachers is important in attaining sustainable education. Africa has...

  10. Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity.

    Science.gov (United States)

    LaChausse, Robert G; Clark, Kim R; Chapple, Sabrina

    2014-03-01

    To examine how teacher characteristics affected program fidelity in an impact evaluation study of the Positive Prevention PLUS program, and to propose a comprehensive teacher training and professional development structure to increase program fidelity. Curriculum fidelity logs, lesson observations, and teacher surveys were used to measure teacher characteristics and implementation fidelity including adherence, adaptation, and lesson quality. Compared with non-health credentialed teachers, credential health education teachers had greater comfort and self-efficacy regarding sex-related instruction. Teacher self-efficacy and comfort were significant predictors of adherence. Implementation fidelity may be linked to teacher characteristics that can be enhanced during curriculum training. A 2-day teacher training may not adequately address teacher facilitation skills or the maintenance of institutional supports for implementing a program with fidelity and quality. A new model of comprehensive teacher training and support is offered. This new training infrastructure is intended to contribute to the school district's institutionalization of higher-quality comprehensive sexual health education and increase program fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

  11. The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation

    Science.gov (United States)

    Shaha, Steven H.; Glassett, Kelly F.; Copas, Aimee

    2015-01-01

    The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved…

  12. Teacher professional development in the context of teaching English pronunciation

    NARCIS (Netherlands)

    Hermans, Frans; Sloep, Peter; Kreijns, Karel

    2018-01-01

    In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to

  13. The Factors That Affect Science Teachers' Participation in Professional Development

    Science.gov (United States)

    Roux, Judi Ann

    2013-01-01

    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…

  14. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  15. 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

  16. An evaluation of the effectiveness of the Teachers and Researchers Exploring and Collaborating Professional Development Program

    Science.gov (United States)

    Kaden, Ute

    2007-12-01

    Research has shown that teachers' skills and knowledge are key determinants of students' opportunities to learn (Haycock, 2003). As highlighted in the National Science Education Standards (National Research Council, 1996) professional development must include experiences that engage teachers in active learning that builds their knowledge, understanding, and ability. The 2004 to 2006 Teacher and Researcher Exploring and Collaborating Professional Development Program (TREC) program funded by the National Science Foundation (NSF) and implemented by the Arctic Research Consortium of the United States (ARCUS) targeted well documented shortcomings in professional development by offering two to six weeks field research experiences in the Arctic Region for K-12 teachers as a collaborative approach between scientists and science teachers. This study described the extent of effectiveness of TREC with regard to teachers' abilities to teach science in terms of knowledge, attitudes, and skills and identified program components that were most effective. A mixed methods research design was used requiring the collection and systematic analysis of (1) archival data collected by the Arctic Research Consortium of the United States (ARCUS); and (2) participant survey. Data were analyzed and interpreted utilizing descriptive statistics, cross-tabulation and triangulation (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The results of this study provides evidence that TREC was effective as a professional development program in refining science teachers' knowledge, skills, and confidence to teach science effectively, renewed their enthusiasm for teaching and promoted students' learning. Respondents reported that they introduced new topics in their science lessons, incorporated new hands-on activities, gave more emphasis to data collection, integrated more technology, assigned projects based on "real world" problems more frequently, and communicated the excitement of Polar research. The

  17. Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

    Science.gov (United States)

    Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

    2015-01-01

    Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

  18. Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

    Science.gov (United States)

    Passow, Michael J.

    2015-04-01

    By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators

  19. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-12-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation. Three cohorts of teachers participated in the program, with each participant receiving 40 h of synchronous online instruction and 80 h of in-person instruction and support over an 8-month period. Data from surveys of participants both before and after the program were analyzed using correlation, ordinary least squares, and ordered logit regression analyses. The analyses revealed increases in the self-reported frequency of GIS use and enhanced feelings of preparation, competence, community, and comfort with respect to using GIS for instruction. A composite index of all impact variables was positively influenced as well. The statistical analyses found a strong relationship between self-reported feelings of preparation and use of GIS. Some support was found for the idea that feelings of competence, community, and comfort were related to the teachers' sense of preparation. The findings suggest that a robust hybrid model of teacher professional development can prepare teachers to use GIS in their classrooms. More research is needed to understand how hybrid models influence the sociopsychological and other dimensions that support teachers' feelings of preparation to implement GIS.

  20. The professional development of life sciences teachers in an ecology of practice.

    Directory of Open Access Journals (Sweden)

    Neal T. Petersen

    2012-03-01

    Full Text Available South Africadoes not produce enough scientists to cater for the developmental needs and economic growth of the country. Learners perform relatively poor in national and international assessments because many teachers do not possess the requisite pedagogical content knowledge and skills to confront the ongoing curriculum change. The ethnographic study reported in this article, supports previous findings of teachers teaching Life Sciences mainly by means of transferbased teaching methods. From the basis of the theory of the Zone of Proximal Development it is argued that existing teacher developmental programmes are inadequate to face this problem; the gap between the actual developmental level of the teacher and the demands regarding teaching is too large. A new developmental platform for teachers, namely an effective ecology of practice, must be developed. It will contribute to more context-specific teacher developmental programmes and will therefore provide better in the individual needs of teachers. Social accountability towards teachers should be seen in their empowerment, and in this article the authors make recommendations about the professional development of teachers within ecologies of practice.

  1. Using Virtual Environments as Professional Development Tools for Pre-Service Teachers Seeking ESOL Endorsement

    Science.gov (United States)

    Blankenship, Rebecca J.

    2010-01-01

    The purpose of this study was to investigate the potential use of Second Life (Linden Labs, 2004) and Skype (Skype Limited, 2009) as simulated virtual professional development tools for pre-service teachers seeking endorsement in teaching English as a Second Official Language (ESOL). Second Life is an avatar-based Internet program that allows…

  2. Evaluating Continued Use of an Online Teacher Professional Development Program with a Sustained Implementation Scale

    Science.gov (United States)

    Rasmussen, Clay L.; Byrd, David R.

    2016-01-01

    The purpose of this study was to determine the effectiveness of a teacher professional development (PD) program as measured by the extent that participants have continued to use lessons and materials up to three years after the PD experience. The PD was delivered online and structured by five key characteristics of effective PD. A…

  3. English-Teaching Problems in Thailand and Thai Teachers' Professional Development Needs

    Science.gov (United States)

    Noom-ura, Sripathum

    2013-01-01

    This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the…

  4. Learning from Japanese Approach to Teachers' Professional Development: Can "Jugyou Kenkyu" Work in Other Countries?

    Science.gov (United States)

    Masami, Matoba; Reza, Sarkar Arani M.

    2005-01-01

    This paper tries to present a careful analysis of current trends and challenges to importing Japanese model of teachers' professional development. The objective is to examine what "we" can learn from Japanese approach to improving instruction, especially "Jugyou Kenkyu" (Lesson Study) as a collaborative research on the…

  5. Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?

    Science.gov (United States)

    Demir, Selçuk Besir; Dogan, Soner; Atasoy, Turgay

    2016-01-01

    The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample…

  6. Planning Teacher Professional Development: The Struggles and Successes of an Inter-Organizational Collaboration

    Science.gov (United States)

    Frost, Janet Hart; Akmal, Tariq T.; Kingrey, Joan U.

    2010-01-01

    Inter-organizational collaboration is often seen as a means of increasing the potential for bringing about outcomes that none of the organizations could achieve alone. For example, funding agencies that provide grants for teacher professional development often encourage or require collaboration between institutions of higher education and schools.…

  7. 28 Days Later: Twitter Hashtags as "Just in Time" Teacher Professional Development

    Science.gov (United States)

    Greenhalgh, Spencer P.; Koehler, Matthew J.

    2017-01-01

    Researchers have argued that Twitter has potential to support high-quality professional development (PD) that can respond to teachers' questions and concerns just in time and "on the spot." Yet, very little attention has been paid to instances where Twitter has made just-in-time learning possible. In this paper, we examine one instance…

  8. Longitudinal Effects of Technology Integration and Teacher Professional Development on Students' Mathematics Achievement

    Science.gov (United States)

    Bicer, Ali; Capraro, Robert M.

    2017-01-01

    MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom. The present study examined students' mathematics growth from 2012 to 2013 and observed how students' mathematics scores changed after their school implemented the MathForward program. The sample consisted of two…

  9. Exploring Bias in Elementary History Curriculum with Preservice and Practicing Teachers in Professional Development Schools

    Science.gov (United States)

    MacPhee, Deborah A.; Kaufman, Kristina

    2014-01-01

    This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which…

  10. Goals, data use, and instruction : the effect of a teacher professional development program on reading achievement

    NARCIS (Netherlands)

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a

  11. Professional Development of History Content and Skills: Measuring Effects on Teachers and Students

    Science.gov (United States)

    Wanser, Teresa J.

    2013-01-01

    National and local standards in history are evolving from standards on history content to standards on critical thinking and analyzing historical documents. The purpose of this research was to determine the effects of professional development received by K-12 teachers on infusing historical thinking skills into their history instruction. Changes…

  12. Collaborative teacher educator professional development in Europe : different voices, one goal

    NARCIS (Netherlands)

    Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben

    2017-01-01

    In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes

  13. Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

    Science.gov (United States)

    Lin, Su-ching; Wu, Ming-sui

    2016-01-01

    This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

  14. Building an Online Community to Support the Professional Development of Casual Teachers

    Science.gov (United States)

    Dean, Bonnie Amelia; Harden-Thew, Kathryn; Thomas, Lisa

    2017-01-01

    With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a…

  15. Students' annotated drawings as a mediating artefact in science teachers' professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2014-01-01

    This paper presents a case study of a teacher examining her 4th graders’ conceptual understanding of factors causing day and night, seasons, and the phases of the Moon both pre- and post-teaching, as a part of participating in the continuous professional development (CPD) project QUEST. The study...

  16. Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

    Science.gov (United States)

    Carney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John

    2016-01-01

    We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics…

  17. Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

    Science.gov (United States)

    Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo

    2017-01-01

    In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering…

  18. Promoting Elementary School Students' Autonomous Reading Motivation: Effects of a Teacher Professional Development Workshop

    Science.gov (United States)

    De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Haerens, Leen; Aelterman, Nathalie

    2016-01-01

    Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n…

  19. Reflection on Teachers' Personal and Professional Growth through a Materials Development Seminar

    Science.gov (United States)

    Núñez Pardo, Astrid; Téllez Téllez, María Fernanda

    2016-01-01

    This qualitative action research study explores the role of reflection on teachers' personal and professional growth through the methodology used in the Materials Development Seminar in the Master's Programme in Education with Emphasis on English Didactics at a private university in Colombia. The project was carried out with 31 English as a…

  20. English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development

    Science.gov (United States)

    Curwood, Jen Scott

    2014-01-01

    Prompted by calls for research on technology-focused professional development, this ethnographic case study investigates how teachers' participation in learning communities may influence technology integration within the secondary English curriculum. In this article, I draw on educational psychology, cognitive anthropology, and sociolinguistics to…

  1. The Relationship between Teachers' Attitude towards Professional Development and Schools' Accountability Performance

    Science.gov (United States)

    Xu, Yuejin

    2016-01-01

    In this study, we examined the relationship between teachers' attitudes towards professional development and school performance in the state accountability system using the 2013 Kentucky Teaching, Empowering, Leading and Learning (TELL) survey data and the 2013 school accountability profile data from the Kentucky Department of Education. We were…

  2. Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

    Science.gov (United States)

    Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

    2017-01-01

    Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

  3. Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

    Science.gov (United States)

    Morales, Marie Paz E.

    2016-01-01

    This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of…

  4. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Science.gov (United States)

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

    2016-01-01

    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was…

  5. A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers

    Science.gov (United States)

    Essig, Dawn

    2011-01-01

    In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and…

  6. Developing Teachers' Professional Learning: Canadian Evidence and Experiences in a World of Educational Improvement

    Science.gov (United States)

    Campbell, Carol

    2017-01-01

    This article discusses the current international emphasis on educational improvement and, particularly, approaches to developing teachers' professional learning. I begin by arguing for the importance of Canadian narratives and evidence within global debates. I turn then to an example of a recently conducted study of the state of educators'…

  7. Strategies for a professional development programme: empowering teachers for context-based chemistry education.

    NARCIS (Netherlands)

    Stolk, M.; Bulte, A.M.W.|info:eu-repo/dai/nl/115689001; de Jong, O.|info:eu-repo/dai/nl/074847880; Pilot, A.|info:eu-repo/dai/nl/068350880

    2009-01-01

    The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies,

  8. Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

    Science.gov (United States)

    Lee, Okhee; Adamson, Karen; Maerten-Rivera, Jaime; Lewis, Scott; Thornton, Constance; Leroy, Kathryn

    2008-02-01

    Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

  9. On teacher beliefs, self-identity and the stages of professional development

    Directory of Open Access Journals (Sweden)

    Danuta Gabrys-Barker

    2010-01-01

    Full Text Available This article describes teachers as a professional group, focusing on pre-service teachers and refining their profiles on the basis of the studies carried out in educational research. Personality as a major contributor to beliefs and teacher presence in the classroom in a more general sense help to building teacher identity over the period of first becoming and then being a fully-functioning classroom practitioner. Teacher self-concept and identity are developmental in nature and undergo constant fluctuations. They make for the success and/or failure, enthusiasm or burnout of every individual teacher, irrespective of his/her teaching contexts. New teachers who enter classrooms for the first time do not enter them empty-handed. They hold beliefs which have various origins and enjoy varying degrees of sustainability over time and the experiences they encounter. These are discussed here, both theoretically and by means of illustrative studies. When considering teachers over their whole careers, clear developmental stages can be distinguished. These are shown in the form of different models presented in the literature on teacher training and development. The article concludes with a brief description of pre-service teachers` profiles.

  10. Lesson study: Professional development and its impact on science teacher self-efficacy

    Science.gov (United States)

    Roberts, Megan Rae

    This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

  11. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers

    Science.gov (United States)

    Hoard, Althea B.

    According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and oppressive structures that hinder the success of Students of Color in science classrooms. At its core, teachers lack this awareness due to incomplete understanding of the ways identity markers, such as race, gender, and socioeconomic status, work together to shape one's coming into, understanding of, and success in the sciences. To this end, this case study features four science teachers of diverse backgrounds who engaged in a book club structured to support their understanding of their intersectionality and their identity development. These four science teachers met as a science department to engage with the text Black Feminist Thought (BFT) (Collins, 2009) and other critical texts over a six-month period at a New York City, charter high school. The findings revealed the ways racial stereotypes, propagated by many factors--including images of scientists, relationships with teachers, and expectations of peers and family--influenced their coming into and understanding of science. Additionally, the findings show the ways teachers discovered their intersectionality--particularly the interplay of their race and gender--influenced their approaches to teaching science. As teachers learned about the multidimensionality of their positional identities, they became aware of discriminatory structures of power that disadvantage their Black female science students and reported implementing more student-centered pedagogical practices. Altogether, this study offers a professional development model for building critical consciousness with inservice secondary science teachers.

  12. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

    Science.gov (United States)

    Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

    Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students (n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

  13. Cross-Cultural Professional Development for Teachers within Global Imbalances of Power

    Directory of Open Access Journals (Sweden)

    Janelle Johnson

    2010-11-01

    Full Text Available Many of the international, supranational, national, and grassroots development organizations working in the field of education channel their efforts into professional development for teachers. This type of cross-cultural educational development occurs on a massive scale, but the amount of scholarly critique and engagement are disproportionately small. As part of a larger study, this chapter on transnational teacher education draws upon development studies and critical and Indigenous decolonizing methodologies for its theoretical frame. This praxis-oriented framework is used to conduct a comparative case study analysis of two distinct models of cross-cultural professional development for teachers: a small locally based non-profit development organization in Guatemala which has worked with one school for several years, and a US government-funded program whose participants returned from a year-long program in the US to their home communities throughout Mexico and Guatemala. These case studies researched both foreign and Indigenous views of professional development for teachers and the ways in which participants in transnational collaborations negotiated these distinct visions.

  14. Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders

    Science.gov (United States)

    Blank, Rolf K.; de las Alas, Nina

    2010-01-01

    This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on…

  15. Improving Young English Learners' Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial

    Science.gov (United States)

    Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick

    2018-01-01

    Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

  16. Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers

    Science.gov (United States)

    Vogler, Anna-Marietha; Prediger, Susanne

    2017-01-01

    Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

  17. Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

    Science.gov (United States)

    Akiba, Motoko; Wilkinson, Bryan

    2016-01-01

    The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top (RTTT) Program application by proposing to promote an international innovation that originates in Japan, "lesson study," as a statewide teacher professional development model. Since winning the US$700 million RTTT funding…

  18. Impact of a Professional Development Program Using Data-Loggers on Science Teachers' Attitudes towards Inquiry-Based Teaching

    Science.gov (United States)

    Tosa, Sachiko; Martin, Fred

    2010-01-01

    This study examined how a professional development program which incorporates the use of electronic data-loggers could impact on science teachers' attitudes towards inquiry-based teaching. The participants were 28 science or technology teachers who attended workshops offered in the United States and Japan. The professional development program…

  19. Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

    Directory of Open Access Journals (Sweden)

    Marjeta Šarić

    2017-09-01

    Full Text Available Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.

  20. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  1. Professional development in scientifically based reading instruction: teacher knowledge and reading outcomes.

    Science.gov (United States)

    Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

    2009-01-01

    This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

  2. Examining the effects of a DNA fingerprinting workshop on science teachers' professional development and student learning

    Science.gov (United States)

    Sonmez, Duygu

    The 21st century has become the age of biology with the completion of the human genome project and other milestone discoveries. Recent progress has redefined what it means to be scientifically literate, which is the ultimate goal in science education. "What students should know?" "What needs to be taught?" These questions lead to reformulation of the science curriculum due to the changing nature of scientific knowledge. Molecular biology is increasingly emphasized in the science curriculum along with applications of the latest developments within our daily lives, such as medicine or legal matters. However, many schools and classrooms exclude the latest advances in molecular genetics from science curriculum and even teach biology as a non-laboratory science. Many science educators wonder what can be done to help every child gain meaningful experiences with molecular genetics. Limited content knowledge among teachers due to the changing nature of scientific knowledge, and the rapid discoveries in technology are known to be a part of the problem for teachers, especially for teachers who have been in the workforce for many years. A major aim of professional development is to help teachers cope with the advances in scientific knowledge and provide paths for teachers to continually improve their knowledge and skills. The expectation is that increased knowledge and skills among teachers will be reflected in student achievement. Professional development is typically offered in a variety of formats, from short-term, one-shot workshop approaches to long term courses. The effectiveness of short-term exposures, though, is in many cases is questionable. One of the issues appears to be the gap between the incidence of teachers' attendance at professional development programs and the incidence of implementation in participants' classrooms. This study focuses on this issue by exploring the relationship between teachers' professional development attendance and their implementation

  3. Teachers' personal didactical models and obstacles to professional development: Case-studies with secondary experimental science teachers

    Science.gov (United States)

    Wamba Aguado, Ana Maria

    The aim of this thesis has been to elaborate criteria which characterise how teachers teach, as a curriculum component of their professional knowledge and to infer the obstacles which hinder their desired professional development, in such a way that they are considered in the design of proposals for teacher training in secondary education. In addition to this, a further objective was to elaborate and validate data analysis instruments. Case studies were carried out on three natural science secondary teachers with more than ten years' experience, enabling the characterisation of the teachers' science and science teaching conceptions as well as the description of classroom practice. Finally, with the help of these data together with the material used by the teachers, the inference of the teachers' personal didactical models and the obstacles to their professional development were made possible. Instruments for data collection used a questionnaire to facilitate the realisation of a semi-structured interview, video recordings of the classroom intervention of each teacher which correspond to a teaching unit taught over a two-week period and all the written material produced for the unit was collected. For the data analysis a taxonomy of classroom intervention patterns and a progression hypothesis towards desirable professional knowledge were elaborated, from the perspective of a research in the classroom model and according to a system of categories and subcategories which refer to their concepts about scientific knowledge, school knowledge, how to teach and evaluation. With the interview and the questionnaire a profile of exposed conceptions was obtained. The intervention profile was obtained using the classroom recordings; according to the patterns identified and their sequencing, both of which determine the characteristic structures and routines of these teachers. An outcome of these results was the validation of the previously mentioned taxonomy as an instrument of

  4. Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

    Science.gov (United States)

    Goodyear, Victoria A

    2017-03-01

    It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

  5. How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?

    Science.gov (United States)

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

    2002-01-01

    Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…

  6. Teacher Research Experiences: Impacting and Benefiting Teacher Professional Development and School-wide Practices (Invited)

    Science.gov (United States)

    Manning, C. B.

    2013-12-01

    Providing authentic research opportunities is a potent form of professional development that significantly impacts teaching practices. The University of Rhode Island's ARMADA Project (2003-2010) was funded by the National Science Foundation to create opportunities for teachers to work with marine science researchers and implement best-practices in their classrooms. In early 2009, I participated in a 6-week research experience that has changed how I teach and how I learn. On board the R/V Knorr, I worked as a sedimentologist with an international crew who used geophysics, geochemistry, microbiology and geology to understand the controls on and distribution of subseafloor microbial life in the equatorial Pacific. This experience has affected my educational practices in two ways: (1) motivating me to fill gaps in my own understanding of natural chemical processes, and (2) prioritizing authentic research opportunities for all students at my school. My participation in the ARMADA project underscored the importance of an interdisciplinary approach to research. The team of scientists exposed me to a variety of topics. Biochemistry and the role of redox reactions in biological systems were relatively new to me. Scientists encouraged me to dig deeper into the chemical systems that we were researching. Through self-study and coursework focusing on biogeochemical cycles, deriving energy through chemical processes, and atmospheric chemistry, I have learned much of the chemistry that I am now expected to teach in my courses. I continue to seek out opportunities to learn more and am currently volunteering at geochemistry laboratories at the USGS. My ARMADA research experience depended on teamwork. I learned that while the dynamics of research teams can be simplified if the teams are carefully designed, it is important that students need to learn to work with a variety of people in different situations. Therefore, in my courses, students work in different teams to design and

  7. Elementary teachers' perceptions of science inquiry and professional development challenges and opportunities

    Science.gov (United States)

    Jones, Kathleen M.

    Inquiry science, including a focus on evidence-based discourse, is essential to spark interest in science education in the early grades and maintain that interest throughout children's schooling. The researcher was interested in two broad areas: inquiry science in the elementary classroom and the need/desire for professional development opportunities for elementary teachers related to science education, and specifically professional development focused on inquiry science. A cross sectional survey design was prepared and distributed in May 2005 and usable responses were received from 228 elementary teachers from the south-central area of Pennsylvania which was a representative sample of socio-economical and geographical factors. Areas of particular interest in the results section include: (1) The use of Science Kits which is popular, but may not have the desired impact since they are "adjusted" by teachers often removing the opportunity for evidence-based discourse by the students. This may be partly based on the lack of time dedicated to science instruction and, secondly, the teachers' lack of comfort with the science topics. Another issue arising from science kits is the amount of preparation time required to utilize them. (2) Teachers demonstrated understanding of the high qualities of professional development but, when it came to science content professional development, they were more inclined to opt for short-term opportunities as opposed to long-term learning opportunities. Since elementary teachers are generalists and most schools are not focusing on science, the lack of attention to a subject where they are least comfortable is understandable, but disappointing. (3) There is a great need for more training in evidence--based discourse so teachers can implement this needed skill and increase students' understanding of science content so they are more able to compete in the international science and math measurements. (4) Professional development, especially

  8. K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

    Science.gov (United States)

    Schwerin, T. G.; Blaney, L.; Myers, R. J.

    2011-12-01

    This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

  9. Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

    Science.gov (United States)

    Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

    2016-10-03

    Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

  10. Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers

    Science.gov (United States)

    Kao, Chia-Pin; Tsai, Chin-Chung; Shih, Meilun

    2014-01-01

    The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers'…

  11. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  12. Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

    Science.gov (United States)

    Deloney, Dericka B.

    The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

  13. Professional development as seen by children’s education teachers in a training-research context

    Directory of Open Access Journals (Sweden)

    Marta Regina Brostolin

    2015-07-01

    Full Text Available This article presents part of a broader research developed between July 2010 and October 2013 and proposes an analysis of the professional development of four children’s education teachers participating in a training-research group. The resource used to give support to the reflections was the production of (auto biographical narratives stimulated by mnemonic resources such as photos, films, objects, etc. The analysis reflects their formative journeys and professional development. The fragments analyzed showed the progress of the teachers, from getting to know the school as a space for learning and professional development, remembering moments of initial training, teaching initiation and, later, investing in their career by means of new courses, lato and strictu sensu. The narratives also show that the teachers are aware of their obligation and of the complexity involved in educating a child universally, and of their vulnerability, as well as of the need for constructing their specific professional life that integrates knowledge on childhood in the 21st century.

  14. An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

    Science.gov (United States)

    Thomas-Brown, Karen; Shaffer, LaShorage; Werner, Sharon

    2016-01-01

    This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used…

  15. "School Banding": Principals' Perspectives of Teacher Professional Development in the School-Based Management Context

    Science.gov (United States)

    Lee, Daphnee Hui Lin; Chiu, Chi Shing

    2017-01-01

    Purpose: The purpose of this paper is to explore how principals' leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach: The case study is situated within the context of school-based management, comprising reflective…

  16. Rural outreach in Maine: A research-driven professional development teacher community

    Science.gov (United States)

    Wittmann, Michael

    2016-03-01

    In the Maine Physical Sciences Partnership (MainePSP), researchers at the University of Maine have joined together with the state's Department of Education, non-profits, and teachers in multiple school districts to create a dynamic and growing community dedicated to improving K12 education of the physical sciences. Through ongoing efforts to introduce and adapt instructional materials, guided by education research and research-guided professional development, we have built a community responsive to student and teacher needs. This work has fed back into the university setting, where teachers are playing a role in graduate courses taken by our Master of Science in Teaching students. In this talk, I will focus on the role of education research in the partnership, showing how we use research in professional development, the development of assessments, and the analysis of the resulting data. I will describe two projects, one to understand how teachers' content knowledge affects the development of items assessing knowledge of acceleration, the other to see how teachers use their content knowledge of systems and energy to make pedagogical choices based on students' incorrect ideas about conservation of energy. Sponsored in part by NSF Grants MSP-0962805, DRL-1222580, and DUE-1340033.

  17. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  18. Teacher Professionalism: Analysis of Professionalism Phases

    Science.gov (United States)

    Wardoyo, Cipto; Herdiani, Aulia; Sulikah

    2017-01-01

    Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence,…

  19. 21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

    Science.gov (United States)

    Myers, R. J.; Schwerin, T. G.; Blaney, L.

    2011-12-01

    Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st

  20. iSTEM Summer Institute: An Integrated Approach to Teacher Professional Development inSTEM

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2012-04-01

    The importance of STEM education to our national prosperity and global competitiveness was recently reinforced by the Obama administration support for Change the Equation. Change the Equation is a multi-entity initiative formed in response to the rapidly increasing demand for STEM related careers and the potential lack of preparation by many Americans to be employed in these positions. To address the issue many are calling for increased emphasis on K-12 STEM education, as early preparation in STEM provides the foundation essential for further learning and competencies (National Research Council, 2007). Achieving and sustaining depth and breadth of K-12 STEM education is inextricably linked to ongoing professional development of K-12 educators. The need for teacher continuing education in STEM education and the link between teacher effectiveness and student preparation in STEM was the impetus behind our i- STEM professional development summer institute. The i-STEM initiative is a collaborative effort between business, industry, government, K-12, and higher education. Although the organization is working on a number of projects, including policy, research, communication, and collaborations, the i-STEM group has directed significant resources toward K-12 educator professional development opportunities in STEM. Our report focuses on the structure and impact of the intensive four-day i-STEM residential professional development institute which we designed to increase the capacity of grade 4-9 teachers to teach STEM content. We structured the summer institute using the outcome of a survey we conducted of grade 4-9 teachers’ to assess their STEM professional development needs, the extant literature on teacher development, the increasing need for a STEM informed society, and our desire to use evidence based practices to enhance teacher capacity to teach STEM content. We developed this investigation to determine if our summer institute influenced the participating teachers

  1. The CLIL Pedagogical Approach - Challenges for the Professional Development of Foreign Language Teachers of Young Learners

    Directory of Open Access Journals (Sweden)

    Katica Pevec Semec

    2015-05-01

    Full Text Available In this paper we are interested in knowing which options teachers attribute to CLIL providers, including modern didactic concepts of teaching and learning foreign languages, which are also based on the curriculum for foreign languages in the 2nd and 3rd grade of primary school. In doing so, we will rely on the key elements of the CLIL didactic concept by Coyle, which reflect multi-dimensionality. The multi-dimensional element of CLIL is a newly added value to teacher professional development in the project Drei Hände - Three hands - Tre mani. In this study, we found that among the 4 elements of CLIL represented, the strongest element was that of language (communication and the least represented element was that of culture. Among the collective capabilities of teachers who implement CLIL, the ability to „learn to do” was represented most frequently. Key words: competences of teachers, CLIL, elementary school, multidimensionality

  2. Science teachers' meaning-making of teaching practice, collaboration and professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... international research and 3) a research methodological perspective: to adapt, and discuss the use of a specific tool for analysis and representation of the teachers’ meaning-making. A mixed method approach is taken: The empirical research includes a cohort-survey of graduating science teachers repeated...... in their 2nd year in practice, and two case studies, where one examines the meaning-making of teachers from a science team collaboratively inquiring into video and other artifacts from local classrooms, the other the meaning-making of a group of 4th year student teachers involved in collaborative video...

  3. Teacher-student interaction: The overlooked dimension of inquiry-based professional development

    Science.gov (United States)

    de Oliveira, Alandeom Wanderlei

    This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share

  4. Virtual environments of teaching and learning. Content to systematize the process of professional development of teachers

    Directory of Open Access Journals (Sweden)

    Felipe Manuel León-Cáceres

    2016-05-01

    Full Text Available The virtual teaching-learning are an expression of the use of information technology and communication in the educational field, since they have become for education a necessity and imperative to contextualize them in line with scientific and technical development. It is therefore of great importance for science teaching, promote professional development for teachers in the use of virtual environments, so that they assume responsibility perform their profession, for future graduates require to use them in their jobs and they have become an inexhaustible source of knowledge and know-how. Why this paper aims to provide some pedagogical reflections on the teaching model of systematization of the professional development of teachers to use virtual environments as a result of a doctoral thesis.

  5. Science museums, centers and professional development: Teachers' self reflection on improving their practice

    Science.gov (United States)

    Ogbomo, Queen O.

    The purpose of this qualitative case study research was to ascertain the significance of the professional development programs workshops organized by a science museum and a science center in two Midwestern cities. The research investigated the effect the workshops had on the instructional practice of the participating elementary science teachers. More specifically, this study was guided by the following research question: How do the professional development programs at museums help teachers change the way they teach and consider science in their classroom? The core of this study consists of case studies of six elementary school teachers who were identified as a result of their participation in the museum and science center workshops and an instructor from the museum and another instructor from the science center. Teachers' self-efficacy regarding the teaching of science was sought through a Likert-style survey and triangulated with classroom observations and interviews of individual teachers. The findings of this study revealed two overarching themes: one, that the workshops were beneficial and two, that it did not improve instructional practice. The following are the factors identified as reasons for the workshops being beneficial: (1) the opportunity to build their content knowledge, (2) opportunity to experience and discuss the materials: (3) opportunity to collaborate with colleagues: (4) workshop materials and resources are linked to state goals: and (5) that they promote teacher confidence. The teachers who thought the workshops did not improve their instructional practice gave the following reasons: (1) they already had a strong background in science: (2) there was no follow-up activity: (3) the loss of a full day of teaching: and (4) the time constraint to implement what was learned. Though this study utilized a small sample of teachers, those involved in this study felt they acquired knowledge that would be either beneficial to them or to their students

  6. Mentor preparation: A qualitative study of STEM master teacher professional development

    Science.gov (United States)

    Click-Cuellar, Heather Lynn

    The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.

  7. The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III

    Science.gov (United States)

    Montiel-Overall, Patricia; Hernandez, Anthony C. R.

    2012-01-01

    This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used…

  8. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-01-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

  9. Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment

    Science.gov (United States)

    Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

    2015-01-01

    This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…

  10. The Effects of Participants' Engagement with Videos and Forums in a MOOC for Teachers' Professional Development

    Science.gov (United States)

    Bonafini, Fernanda Cesar

    2017-01-01

    Massive Open Online Courses (MOOCs) for teachers have emerged as a new wave of MOOCs that provide free professional development for teachers around the globe. These MOOCs for teachers often rely primarily on discussion forums and videos to drive participant engagement. Using logistic regression models this paper presents the degree to which…

  11. The Effect of an MEd Program in Science Education on Teachers' Professional Development: An Israeli Case Study

    Science.gov (United States)

    Trumper, Ricardo; Eldar, Osnat

    2015-01-01

    This study reports the effect of teachers' professional development in a two-year MEd program of High School Science Education, held from October 2010 until March 2012. Twelve out of the 33 teachers enrolled in the program participated in the study. The main research questions were: what are the teachers' perceptions of their own work and teaching…

  12. Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies

    Science.gov (United States)

    Ottley, Jennifer R.; Grygas Coogle, Christan; Rahn, Naomi L.; Spear, Caitlin F.

    2017-01-01

    The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the…

  13. Contribution of a professional development programme to the quality and retention of teachers in an urban environment

    NARCIS (Netherlands)

    Gaikhorst, L.; Beishuizen, J.J.; Zijlstra, B.J.H.; Volman, M.L.L.

    2015-01-01

    This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N =

  14. Contribution of a professional development programme to the quality and retention of teachers in an urban environment

    NARCIS (Netherlands)

    Gaikhorst, L.; Beishuizen, J.J.; Zijlstra, B.J.H.; Volman, M.L.L.

    2015-01-01

    This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative

  15. 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…

  16. Action Research in Pre-Service Teacher Education--A Never-Ending Story Promoting Professional Development

    Science.gov (United States)

    Ulvik, Marit; Riese, Hanne

    2016-01-01

    This article presents a case study aiming at deepening the understanding of action research as a tool in professional development in pre-service teacher education. The case is the practice of action research in a teacher education programme for secondary school teachers in Norway. While there has been limited research on consequences of inquiry,…

  17. The Effects of Expert Scaffolding in Elementary Science Professional Development on Teachers' Beliefs and Motivations, Instructional Practices, and Student Achievement

    Science.gov (United States)

    Kleickmann, Thilo; Tröbst, Steffen; Jonen, Angela; Vehmeyer, Julia; Möller, Kornelia

    2016-01-01

    Curriculum materials explicitly designed to foster teacher learning represent a prominent route to professional development (PD) for teachers. However, it is unclear whether PD can be delivered successfully in the form of teacher self-study of curriculum materials, or whether it has to be scaffolded additionally by an expert. This study…

  18. 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.

  19. Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

    Science.gov (United States)

    Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

    2011-01-01

    We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

  20. Science teachers' meaning-making of teaching practice, collaboration and professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... inquiries. Two of those are followed until their 2nd year in practice. Findings across papers point to an activity-orientation towards science teaching being widespread among the Danish science teachers. They focus on the students, but on their activities and engagement, not their learning. Furthermore...