WorldWideScience

Sample records for professional writing teachers

  1. The Professional Writing Teacher as Author's Editor.

    Science.gov (United States)

    Speck, Bruce W.

    1992-01-01

    Discusses the connection between editors and teachers. Describes the author's editor, who focuses on helping authors meet the expectations of gatekeepers. Discusses how professional writing teachers might use the author's editor as a teaching model (helping students write for actual audiences and teaching more about the text-production process),…

  2. Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings

    Science.gov (United States)

    Maxwell, Bruce; Schwimmer, Marina

    2016-01-01

    This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the…

  3. The Impact of "Writing Project" Professional Development on Teachers' Self-Efficacy as Writers and Teachers of Writing

    Science.gov (United States)

    Locke, Terry; Whitehead, David; Dix, Stephanie

    2013-01-01

    This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project.…

  4. Changes in Teachers' Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases

    Science.gov (United States)

    Teng, Lin Sophie

    2016-01-01

    A plethora of research has found that teachers' beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students' learning to write, there is a paucity of research on writing teachers' beliefs about…

  5. Writing in science: Influences of professional development on teachers' beliefs, practices, and student performance

    Science.gov (United States)

    Fulton, Lori

    Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As a part of this reform effort, learners are encouraged to use writing as a means of documenting their work and developing their understandings. This qualitative case study employed the Conceptual Change Perspective and Sociocultural Perspective to examine the impact on three elementary teachers' beliefs, practices, and student outcomes, as they relate to science notebooks, based on their participation in a professional study group. Data sources included teacher and student interviews, video of the study group meetings, video of classroom lessons, and student work in the form of science notebooks and pre- and posttests. Results show that the study group discussions focused on the science notebook as a tool, the teacher's role, the students' struggle to write, and the content of the notebook. Individual cases were developed and then a cross-case analysis was conducted. Results of this analysis suggest that the longer a teacher is involved in a study group, the greater the impact on her beliefs and practices, which resulted in students being able to define a purpose for the notebook, having a higher percentage of the parts of a conclusion within their notebooks, and demonstrating an understanding of the scientific content. Based on the analysis, a substantive theory on the development of insightful implementation of science notebooks was developed. This study has implications for both the elementary classroom and teacher education programs in helping teachers learn reform-based practices that facilitate student learning. Finally, suggestions for future research are considered.

  6. Writing for Professional Publication: An Organizational Paradigm

    Science.gov (United States)

    Buttery, Thomas J.

    2010-01-01

    Writing for publication is a skill latent activity that is developed in gradients and honed with practice. For the past twenty-five years the author has teamed with colleagues (most frequently, Ken Henson) in presenting workshops about professional writing at a variety of conferences for such organizations as the Association of Teacher Educators…

  7. Teachers' orientations towards writing

    Directory of Open Access Journals (Sweden)

    Sarah J. McCarthey & Dumisile Mkhize

    2013-06-01

    Full Text Available This study of 29 teachers from four states in the US investigated teachers' orientations towards writing and the influences on their beliefs. Through interviews about writing instruction, the researchers found significant differences between teachers in high and low-income schools. While teachers in high-income schools valued rhetorical style, developing voice, and reading-writing connections, teachers in low-income schools focused on grammar, mechanics and sentence structure. Teachers in high-income schools appear to be exercising more choice in curricular materials and valuing quality of writing beyond grammar and mechanics, whereas teachers in low-income schools are using specific curriculum mandated by the districts. Influences on teachers' orientations included school context, programs and materials, and assessments. The study raises concerns that students in low-income schools are missing out on authentic, challenging, and meaningful writing opportunities since the focus is on skills-based instruction. The findings point to the need for teachers to provide all students with opportunities to develop rhetorical style, voice, and reading-writing connections in addition to grammar, mechanics, and sentence structure.

  8. Write that Professional Article!

    Science.gov (United States)

    Burk, Anne Marie

    2010-01-01

    Everyone benefits when teachers share their "best practice" ideas with one another; novice and seasoned teachers alike are delighted to add successful lessons to their repertoire. Besides giving teachers something tried and true to work with, successful lesson plans help teachers reflect upon what makes an approach to language teaching effective…

  9. Investigating the impact of teachers' implementation practices on academic achievement in science during a long-term professional development program on the Science Writing Heuristic

    Science.gov (United States)

    Gunel, Murat

    This study is a part of a bigger project known as the Science Writing Heuristic (SWH) Partnership Professional Development Project, conducted at Iowa State University and the University of Iowa in association with the Iowa Department of Education to help improve science teaching. Overall, the goal of the project is to help practicing science teachers understand and apply a student-oriented instructional approach, using the SWH. The purpose of this research study was to examine the link between teachers' implementation of a student-oriented teaching approach through the SWH approach with embedded non-traditional writing practices and students' performances on standardized tests over a 3-year period. This study investigated the impact of 6 teachers' (3 high school teachers and 3 middle school teachers) implementation of the SWH approach on student standardized test scores over the 3-year period. A mixed method approach was adopted as a research method. A major premise underpinning this study is that in the rate of change differs by teachers, and that change is not a linear process for teachers. Results of the study indicated a differential across teachers in terms of improvement in pedagogical skills related to the SWH approach. Further, results showed that the SWH approach in-service program did have an impact on participating teachers' pedagogical practices. The majority of the participating teachers improved their pedagogical practices of implementing science inquiry through the SWH approach over the 3-year period of the professional development program. Further, when teachers' rankings were correlated against students' standardized test scores, the results indicated that as their implementation levels increased their students' test achievements also increased.

  10. Teaching professional writing in an academic health sciences center: the Writing Center model at the Medical University of South Carolina.

    Science.gov (United States)

    Smith, Tom G; Ariail, Jennie; Richards-Slaughter, Shannon; Kerr, Lisa

    2011-01-01

    Writing is taught as professional competency in higher education generally, but the health science education literature emphasizes writing as a pedagogical means rather than a professional end. The Medical University of South Carolina established a Writing Center in 1994 to teach professional writing. This report describes the rationale for profession-specific, graduate-level writing instruction; summarizes the Writing Center model; and reports usage data. Students have reported improvement in particular texts and said they would be better able to complete writing tasks in the future. Interventions modeled after the Writing Center and staffed with professionally trained writing teachers may provide a means to pool resources to teach writing as professional competency. The Writing Center has provided the expertise to teach professional writing without demanding curricular revision.

  11. EFL Teachers' Attempts at Feedback Innovation in the Writing Classroom

    Science.gov (United States)

    Lee, Icy; Mak, Pauline; Burns, Anne

    2016-01-01

    To date, research on feedback in second language (L2) writing has primarily focused on feedback per se, with little attention paid to the teachers' professional development with regard to feedback in writing. This study aims to explore the ways in which two secondary teachers in Hong Kong attempted to implement feedback innovation in their writing…

  12. Writing Instruction in Elementary Classrooms: Why Teachers Engage or Do Not Engage Students in Writing

    Science.gov (United States)

    Harward, Stan; Peterson, Nancy; Korth, Byran; Wimmer, Jennifer; Wilcox, Brad; Morrison, Timothy G.; Black, Sharon; Simmerman, Sue; Pierce, Linda

    2014-01-01

    This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and…

  13. Professional Writing in the English Classroom: Professional Writing--What You Already Know

    Science.gov (United States)

    Bush, Jonathan; Zuidema, Leah

    2010-01-01

    This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…

  14. Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

    Science.gov (United States)

    Doubet, Kristina J.; Southall, Gena

    2018-01-01

    This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

  15. 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...

  16. 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,…

  17. Writing Professional Documents in English

    CERN Multimedia

    2003-01-01

    This course is designed for people with a good level of spoken English who need to improve their professional writing (administrative, scientific, technical). Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Date and timetable will be fixed when there are sufficient participants enrolled. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Timetable: Thursdays from 12.00 to 14.00 Price: 440 CHF (for 8 students) For registration and further information on these two courses, please contact Mr. Liptow: tel. 72957.

  18. Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection

    Science.gov (United States)

    Reid, E. Shelley

    2009-01-01

    While writing pedagogy instructors assign their students a range of writing tasks, often as central or repeated features of the course, a crucial question has not yet been addressed: does it matter what new teachers write? If pedagogy students are being assigned writing in part to further develop their attitudes and practices related to teaching…

  19. 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

  20. Linguistic aspects of writing for professional purposes

    Directory of Open Access Journals (Sweden)

    Greta Përgjegji

    2016-03-01

    Full Text Available Writing for Professional Purposes is considered as a means of communication between professionals who belong to two communities that have different languages, but share the same knowledge or expertise. The article gives a hint on how writing for specific purposes evolved to give rise to the creation of Writing for Professional Purposes. The social, cultural and cognitive aspects are an essential part of Writing for Professional Purposes since the physical act of writing cannot be considered only a result or product of the knowledge the individual possesses but also a social and cultural act. Therefore, the social and cultural aspects of writing explains the specificities and the intricacies of the effects these aspects have on writing for it is considered as an inseparable part of social and cultural groups. On the other hand, the cognitive aspect of writing explains and emphasizes the mental activities of the individual during the decision-making process while he/she is writing planning and editing their material having in mind the audience. On the same line of reasoning, writing for professional purposes in a second language means that the writer has to consider the audience twice; first, there is an audience who shares the same knowledge or expertise and second, the audience does not have the same language. Consequently, writing in another language that is not the first language with a specific jargon as well as a specific grammatical structure brings about a lot of difficulties. Hence, writing in professional contexts in the mother tongue implies only writing in a specialized version of a language already known to the writer, but writing in a target language means that the writer has to learn the target language and the specialized version of that language.

  1. Improving Writing Instruction through Professional Development and Professional Learning Communities (PLC'S): A Case Study of Six Teachers at A Middle School

    Science.gov (United States)

    Marculitis, Terri

    2017-01-01

    Writing skills are crucial for student success in school. Students are assessed on their ability to write well using both lower (grammar, sentence structure) and higher (writing to respond to literature, demonstrate understanding of a topic) order skills. Writing is also important beyond the classrooms, as many jobs require the use of strong…

  2. Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students

    NARCIS (Netherlands)

    Koster, M.P.; Bouwer, I.R.; van den Bergh, H.H.

    In this study we examined the effectiveness of Tekster [Texter], a comprehensive program for writing for the upper elementary grades, combining strategy instruction, text structure instruction, and the teaching of self-regulation skills with observational learning, explicit instruction, and (guided)

  3. Introduction to Part 2 of a Symposium on Teachers as Leaders: Teachers Write Now: Collaborating, Writing, and Acting on Teacher Leadership

    Science.gov (United States)

    Smulyan, Lisa

    2016-01-01

    This introduction to the second part of our Symposium on Teachers as Leaders examines the role of collaboration and writing as part of teacher leadership. The first part of the symposium described teacher leadership as a stance that values professionalism and the intellectual, political, and collaborative work of teaching. This introduction…

  4. Using a Poetry Wiki: How Can the Medium Support Pre-Service Teachers of English in Their Professional Learning about Writing Poetry and Teaching Poetry Writing in a Digital Age?

    Science.gov (United States)

    Dymoke, Sue; Hughes, Janette

    2009-01-01

    In this paper we report on one aspect of a qualitative study about an online wiki community, which was developed to build collaborative knowledge about poetry among a group of pre-service English teachers. Our paper explores pre-service teachers' experiences of writing in a digital medium and their perceptions of themselves as writers. We focus…

  5. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs

    Science.gov (United States)

    Henderson, Daphne Carr; Rupley, William H.; Nichols, Janet Alys; Nichols, William Dee; Rasinski, Timothy V.

    2018-01-01

    Current professional development efforts in writing at the secondary level have not resulted in student improvement on large-scale writing assessments. To maximize funding resources and instructional time, school leaders need a way to determine professional development content for writing teachers that aligns with specific student outcomes. The…

  6. 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…

  7. 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...

  8. Teachers' Self-Perception of Their Writing and Their Teaching of Writing

    Science.gov (United States)

    Thornton, Areva

    2010-01-01

    In the early years of students' education, the foundation of writing makes a substantial impact on their writing ability as lifelong writers. G.W. Brooks ("Teachers as Readers and Writers and as Teachers of Reading and Writing," 2007) noted that teachers' perception of their own writing impacts their teaching of writing. Therefore, teachers must…

  9. Creative Writing: A Manual for Teachers.

    Science.gov (United States)

    Derricotte, Toi; Bass, Madeline Tiger

    Intended as a resource for teachers, this booklet contains suggestions and exercises to use in teaching creative writing. The booklet begins with a message to teachers about the writers-in-the-school program and tips on the teaching of creative writing. Following that are detailed exercises in four categories: memory, imagery, metaphor, and music.…

  10. Writing for professional publication. Part 1: Motivation.

    Science.gov (United States)

    Fowler, Dr John

    Writing for professional publication can be a daunting prospect, but, with a little effort and the right motivation, it can be a rewarding and career-enhancing experience. And the good news is, it's not as difficult as it may sound. In this first part of a series of articles on writing for professional publication, John Fowler, an experienced nursing lecturer and author, discusses perhaps the most important factor in seeing your work published: motivation. Forthcoming issues will explore different aspects of publication and include advice and practical tips.

  11. Teachers Performing Professionalism

    Directory of Open Access Journals (Sweden)

    Terri Bourke

    2013-10-01

    Full Text Available Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance among teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

  12. New Zealand Teachers Respond to the "National Writing Project" Experience

    Science.gov (United States)

    Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

    2011-01-01

    This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

  13. Electronic Journal Writing for Student Teachers.

    Science.gov (United States)

    Anders, Deborah; Brooks, David W.

    1994-01-01

    Describes "Student Journal," an electronic writing tool for journals that uses the Macintosh HyperCard and accommodates three different kinds of journal entries--student teacher, cooperating teacher, and supervising teacher. Includes samples of representative entries and a discussion of their value. (SM)

  14. 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

  15. Effective teacher professionalization in networks?

    NARCIS (Netherlands)

    Hofman, R.H.; Dijkstra, B.J.

    Teacher professionalization has been focused to strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for

  16. Blogging for educators writing for professional learning

    CERN Document Server

    Sackstein, Starr

    2015-01-01

    Join the education blogosphere with this easy, go-to guide! This engaging, all-in-one resource from expert blogger Starr Sackstein takes educators by the hand and guides them through the easy, step-by-step process of blogging. You'll quickly turn snippets of writing time into a tool for reflective and collaborative professional growth. With instructive sample blog posts from sites like Blogger and Wordpress and generous examples and resource listings, this guide helps busy educators learn: The value of blogging for professional learning Best practices for safe digital citizenship How to deal w

  17. 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.

  18. Student-Teachers across the Curriculum Learn to Write Feedback: Does It Reflect on Their Writing?

    Science.gov (United States)

    Cohen-sayag, Esther

    2016-01-01

    The study examined the connection between writing competency and writing feedback experiences through academic writing course for student-teachers across the curriculum. The aims of the course were to prepare student-teachers to their role as writing facilitators and to improve their writing. Experimental and control group differed in course plan…

  19. Portfolios for New (and Experienced) Teachers of Writing.

    Science.gov (United States)

    Gorrell, Donna

    The portfolio approach to teaching writing brings the writing process into the classroom and enables the new teacher--and all teachers--to see writing from a new perspective, to truly be collaborators and coaches with their students. A college writing teacher uses portfolios and plays the role of evaluator as well as the responder in three courses…

  20. Evaluation of Candidate Teachers Related to the Weblog Writing Process

    Science.gov (United States)

    Çelik, Tugba; Demirgünes, Sercan

    2016-01-01

    Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…

  1. Teacher Professionalism: The Wrong Conversation.

    Science.gov (United States)

    Coulter, David; Orme, Liz

    2000-01-01

    Defining teachers as professionals in the same way that doctors or engineers are professionals is reductionist because such definition generally distorts the moral dimensions of teaching by using the wrong language (clients, customers), focusing on limited forms of knowledge, and ignoring the fundamental democratic character of education.…

  2. Professional writing in nursing education: creating an academic-community writing center.

    Science.gov (United States)

    Latham, Christine L; Ahern, Nancy

    2013-11-01

    Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented. Copyright 2013, SLACK Incorporated.

  3. Early Writing Development: Kindergarten Teachers' Beliefs about Emergent Writing in Qatari Preschool Settings

    Science.gov (United States)

    Al-Maadadi, Fatima; Ihmeideh, Fathi

    2016-01-01

    Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of…

  4. 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…

  5. Secondary Preservice Teachers' Development of Teaching Scientific Writing

    Science.gov (United States)

    Pytash, Kristine E.

    2013-08-01

    Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in Appl Linguist 24(1):28-55, 2003; Martin in Writing science: literacy and discursive power. University of Pittsburgh Press, Pittsburgh, pp 166-202, 1993). This article summarizes the findings of a qualitative study of five science preservice teachers as they experienced a unit of study, an inquiry-based instructional framework for the teaching of writing. Results found initially the science preservice teachers did not have knowledge of specific instructional approaches to teach writing. The science preservice teachers engaged in critical and analytical reading and writing, which enhanced their knowledge of writing and how to teach writing. The unit of study approach to writing may offer teacher educators a way to engage science preservice teachers in a method to teach scientific writing.

  6. What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

    Science.gov (United States)

    Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

    2016-01-01

    This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

  7. Preservice Teachers' Attitudes about Writing: Learning to Write and Teaching to Write

    Science.gov (United States)

    Butaud, Gayle L.

    2013-01-01

    The purpose of this study was to use a phenomenological perspective aimed at description analysis to gain a deeper understanding of the writing attitudes and experiences preservice teacher bring to the student teaching semester. A questionnaire was used to gather information about student teachers at a regional university. Based on the responses…

  8. Music teacher identity and professionalism

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik

    2017-01-01

    The present article is concerned with transformative learning and identity formation in student music teachers acting as researchers of a music education practice as part of their MA study programme. More specific, the aim is to discuss how engaging in a research perspective may serve as an eye......-opener for student music teachers and widen their perspective on subject didactics, teaching/learning issues and professional practice....

  9. Writing Teachers Should Comment on Facebook Walls

    Science.gov (United States)

    Teng, Allen

    2012-01-01

    A middle school language arts teacher reflects on his experience in utilizing a school-housed online social network to create avenues for authentic audience, purpose, and response to student writing. With many technology proponents advocating a 21st century education, the fact that interacting with the Web 2.0 environment is essentially a reading…

  10. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  11. Bridging the Gap: Contextualizing Professional Ethics in Collaborative Writing Projects

    Science.gov (United States)

    Rice, J. A.

    2007-01-01

    Many business and technical writing students find classroom discussions of professional ethics interesting and enjoyable. However, when trying to incorporate the content of discussions directly into their writing practices, they often experience difficulties linking ethical concepts to writing process. This article discusses how instructors can…

  12. Geometry Professionalized for Teachers.

    Science.gov (United States)

    Christofferson, Halbert Carl

    Written in 1933, this book grew out of the author's concern that college matehmatics sequences of the day, although appropriate in algebra preparation, did not adequately prepare teachers of geometry. This book describes a course intended to remedy this by providing for both a comprehensive study of geometry as an axiomatically defined structure…

  13. Revisiting Professional Teacher Standards

    Science.gov (United States)

    Watson, Amanda

    2016-01-01

    The Australian Society for Music Education's (ASME) involvement in the development of professional standards for music educators was a significant and active research time in the history of the Society. As ASME celebrates its golden jubilee, it is appropriate to revisit that history and consider the future prospects of subject-specific standards.…

  14. 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 development.  Teacher 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

  15. The professional ethos of teachers

    NARCIS (Netherlands)

    Klaassen, C.A.C.

    2010-01-01

    The pedagogical assignment of the school concerns the general personality development of students, their socio-emotional development, citizenship education and the moral development of students. These aims and claims form an integral part of the professional profile of teachers. In our presentation

  16. Using the "write" resources: nursing student evaluation of an interdisciplinary collaboration using a professional writing assignment.

    Science.gov (United States)

    McMillan, Libba Reed; Raines, Kimberly

    2011-12-01

    Nursing students need the necessary resources to successfully complete a professional paper writing assignment. The purpose of this article is to describe resource support and evaluation strategies used in a professional paper writing assignment in a baccalaureate nursing program. The impetus for the study is to address the need for nursing faculty to move students toward writing proficiency while improving their information management skills. Students need resources to successfully complete professional papers due to the need for mining relevant professional sources, assistance with editing, and refinement of paper gained through peer feedback. Methods include evaluation of the interdisciplinary resource collaboration with campus librarians (information literacy), campus writing center tutorial oversight, and peer reviewer support and feedback. Student evaluation of the teaching strategy found the resources helpful for completion of the writing assignment and the collaborative learning with campus colleagues and writing experts beneficial.

  17. Supporting Teacher Professionalism: Insights from TALIS 2013

    Science.gov (United States)

    OECD Publishing, 2016

    2016-01-01

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be…

  18. Writing Like a Scientist: Exploring Elementary Teachers' Understandings and Practices of Writing in Science

    Science.gov (United States)

    Glen, Nicole J.; Dotger, Sharon

    2013-10-01

    This qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought scientists write for several purposes: the presentation of data, observations, experiences, procedures, and facts. The teachers used writing tasks that mirrored this with their students. The teachers also had a limited definition of creativity in writing, and when they had students write creatively in science it was to add in fictional elements. Implications of this study include providing teachers with better models for how and why scientists write, including these models in more inquiry-based science lessons, and directly relating concepts of nature of science to elementary science writing.

  19. Teachers' Perceptions of Gender Equity in Writing Assessment.

    Science.gov (United States)

    Peterson, Shelley

    2001-01-01

    Examines the perceptions of grades three and six teachers on gender equity in the assessment of student writing. Reports the results of two recent studies on gender equity in writing assessments. Finds notable inconsistencies in the scores teachers gave to students' writing. Proposes that a possible solution to gender inequity is the discussion of…

  20. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  1. Writing for professional publication. Part 2: Subject matter.

    Science.gov (United States)

    Fowler, John

    Motivation is the first step in writing for professional publication: the next question is, what should you write about? Whatever your area of practice or level of experience, your writing will be suitable for one of the wealth of journals covering all aspects of healthcare and nursing. In this second part of a series of articles, John Fowler, an experienced nursing lecturer and author, presents some tips and suggestions to inspire you as you take your first steps on the road to writing for professional publication.

  2. 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;…

  3. A descriptive Survey on Teachers' Perception of EFL Writing and ...

    African Journals Online (AJOL)

    constructing acceptable paragraphs and essays. Students' poor experience of writing in high school could be the main factor for their poor writing performance. This means, partly, teachers at high school level may not teach writing at all or may give the skill little attention, and their perception about writing and how it should.

  4. The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

    Science.gov (United States)

    Jahin, Jamal Hamed

    2012-01-01

    This study aimed to ascertain the current level of writing apprehension experienced by Saudi prospective EFL teachers and their current level of essay writing ability. It also aimed to assess the impact of peer reviewing on their writing apprehension level and essay writing ability. Data collection was carried out via two instruments: Second…

  5. Assessing student teachers' reflective writing through quantitative content analysis

    NARCIS (Netherlands)

    Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert Jan; Van Tartwijk, Jan; Wijngaards, Guus

    2014-01-01

    Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing

  6. Writing Like a Scientist: Exploring Elementary Teachers' Understandings and Practices of Writing in Science

    Science.gov (United States)

    Glen, Nicole J.; Dotger, Sharon

    2013-01-01

    This qualitative study examined the connections between elementary teachers' conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought…

  7. The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

    Science.gov (United States)

    Kravchuk, Deborah A.

    With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

  8. Why Do You Write? Creative Writing and the Reflective Teacher

    Science.gov (United States)

    Hains-Wesson, Rachael

    2013-01-01

    In this article, the author asserts that whether we write creatively or academically (or both) it takes time to understand the reasons why we "want" to write, and the more we write, the more we fully begin to appreciate why we have to write in the ?rst place. From an early age, nearly every day, Rachel Hains-Wesson actively participated in…

  9. Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

    Science.gov (United States)

    Burns, Eila; Bell, Sheena

    2011-01-01

    This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

  10. 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…

  11. 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

  12. Professional Rhetorics: Bridging the Gap between Writing, Speaking, & Digital Media

    Science.gov (United States)

    Hodgson, Justin

    2009-01-01

    This article presents the syllabus for the course "Professional Rhetorics: Bridging the Gap Between Writing, Speaking, & Digital Media." The course is designed to help students develop into effective rhetors for today's professional environments, and it will do so by exploring numerous rhetorical strategies associated with oral,…

  13. Preparing Students to Write a Professional Philosophy of Recreation Paper

    Science.gov (United States)

    Stevens, Cheryl; Schneider, Paige P.; Johnson, Corey W.

    2012-01-01

    This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student…

  14. 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.

  15. 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…

  16. Blended Learning and Teaching Writing: A Teacher Action Research Project

    Science.gov (United States)

    Camahalan, Faye Marsha G.; Ruley, Andrea G.

    2014-01-01

    This teacher research project focused on utilizing blended learning to teach writing to middle school students. The intervention was designed to fit into individual lessons needed to improve students' writing skills with the main focus on sentence structure. Sixteen (16) 7th grade students were assessed with a writing sample applying the new…

  17. What Makes Writing Good? An Essential Question for Teachers

    Science.gov (United States)

    Nauman, April D.; Stirling, Terry; Borthwick, Arlene

    2011-01-01

    The question of what makes writing "good" touches several important areas of classroom writing instruction: assessment and evaluation, instruction, and teacher response during one-on-one conferences. The current paper examines contemporary views of what makes writing "good," along with the classroom implications and limitations…

  18. In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

    Science.gov (United States)

    Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena

    2016-01-01

    As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…

  19. Writing II for 2nd Year EFL Student Teachers

    Science.gov (United States)

    Abdallah, Mahmoud M. S.

    2015-01-01

    Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports,…

  20. Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

    Science.gov (United States)

    Suriyanti, Sufatmi; Yaacob, Aizan

    2016-01-01

    Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive…

  1. The Effect of Cooperative Writing Activities on Writing Anxieties of Prospective Primary School Teachers

    Science.gov (United States)

    Erdogan, Ozge

    2017-01-01

    The purpose of this research is to determine the effect of cooperative writing activities on the writing anxieties of prospective primary school teachers. The study group of the research is composed of 30 prospective primary school teachers. A mixed method consisting of qualitative and quantitative research methods was used in the collection,…

  2. 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…

  3. 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.

  4. 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.

  5. See your ideas in print: write for a professional journal.

    Science.gov (United States)

    McConnell, Charles R

    2010-01-01

    Those who have sometimes thought about writing for a professional journal should be encouraged by the fact that most journal writers are the same as journal readers-practitioners and educators who have something of potential value to share with others. There are career-enhancing advantages in journal writing, and there can be a significant amount of personal satisfaction as well. Succeeding at writing and placing a journal article requires the following: selecting an appropriate topic; knowing the publication and its audience and framing the article in the appropriate style; working with the journal editor to create an acceptable manuscript, which includes responding positively to the editor's criticisms and suggestions; and observing all submission requirements and deadlines. One who follows this entire process to its positive conclusion will find that journal writing can be an exacting, demanding, frustrating, and immensely satisfying professional activity.

  6. Writing a Professional Life on Facebook

    Science.gov (United States)

    Briggs, Timothy J.

    2013-01-01

    This video presents one academic's experiences using Facebook in service of his professional life in order to contend that Facebook can be valuable to faculty as both a site for professional conversations and a social network that enables users to create and maintain social capital.

  7. Teachers' Perceived Professional Space and their Agency

    NARCIS (Netherlands)

    Oolbekkink-Marchand, H.W.; Hadar, L.L.; Smith, K.; Ulvik, M.; Helleve, I.

    2017-01-01

    In order to increase student performance, governments stress the importance of standardization for teaching which is seen as a threat to teachers' professionalism. In this small-scale study we investigated the way teachers use their professional space in these changing circumstances. We studied

  8. Coaching Discourse: Supporting Teachers' Professional Learning

    Science.gov (United States)

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  9. Profiling Teachers' Sense of Professional Identity

    Science.gov (United States)

    Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

    2011-01-01

    This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster…

  10. The Writing Teacher as Helping Agent: Communicating Effectively in the Conferencing Process.

    Science.gov (United States)

    Morse, Philip S.

    A study analyzed the extent to which writing teachers in conferencing situations employ the communication techniques used by professional helping agents. A metatheory of communication techniques developed by Allen Ivey and associates which attempts to combine and synthesize the relevant psychotherapeutic and counseling techniques in the profession…

  11. Writing for professional publication. Part 7: structure and presentation.

    Science.gov (United States)

    Fowler, John

    How to get your work published is the essence of this series on writing for professional publication. The previous articles focused on the preparation required before you start writing your article, ways to create interest in the reader's mind, and the importance of writing a well-constructed abstract. In this article John Fowler, an experienced nursing lecturer and author, discusses the structure and presentation of a potential article and how this differs from an essay that may have been written as part of a university course.

  12. Parent Empowerment and Teacher Professionalism: Teachers' Perspective

    Science.gov (United States)

    Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

    2008-01-01

    School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher--parent relations. In-depth interviews with homeroom teachers in affluent urban…

  13. Autobiographical Reflections for Teacher Professional Learning

    Science.gov (United States)

    Choi, Tat Heung

    2013-01-01

    This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and…

  14. Journal Writing: A Means of Professional Development in ESL Classroom at Undergraduate Level

    Directory of Open Access Journals (Sweden)

    D. Samrajya Lakshmi

    2009-10-01

    Full Text Available The duty of the Teacher of English is not merely teaching English texts but he/she should help the students in enhancing various other skills like communicative, analytical, logical and soft skills. To compete with the growing demands on the English teachers, timely orientation towards professionalism is of dire importance. For over three decades now, it has been found that methodology, training and concept alone will not make a teacher competent enough to train the students at college level to meet the students’ requirements. In this fast changing global scenario, no other processes excepting reflective practice, which is highly exploratory is the best and could serve the ever growing needs of the English language learners and teachers by integrating both theory and practice. This paper focuses on the potential of journal writing as a reflective professional development tool, which is purely a personal low-tech way of incorporating reflective practice in day-to-day classroom teaching by individual teachers. My attempt through this paper is to advertise the use of journal writing not only to the experienced but also to the novice teacher to make his/her class effective.

  15. Speech Act Theory and Degrees of Directness in Professional Writing.

    Science.gov (United States)

    Riley, Kathryn

    1988-01-01

    Suggests that speech act theory can help researchers and teachers in professional communication to define indirectness more precisely and to determine when it is appropriate and can provide them with a means of analyzing texts and refining rhetorical principles. (ARH)

  16. Promoting writing in mathematics: prospective teachers' experiences and perspectives on the process of writing when doing mathematics as problem solving

    OpenAIRE

    Ana Kuzle

    2013-01-01

    Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and repo...

  17. Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

    Science.gov (United States)

    Sanchez, Bernice; Lewis, Katie D.

    2014-01-01

    Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

  18. Promoting Writing in Mathematics: Prospective Teachers' Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving

    Science.gov (United States)

    Kuzle, Ana

    2013-01-01

    Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a…

  19. Third and Fourth Grade Teacher's Classroom Practices in Writing: A National Survey

    Science.gov (United States)

    Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, Michael

    2016-01-01

    A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

  20. Issues of Professional Adaptation in Young Teachers

    Directory of Open Access Journals (Sweden)

    Andrushchenko T.

    2017-08-01

    Full Text Available The article discusses some problems of professional adaptation of beginning teachers. Based on the questionnaire data, conducted among beginning and experienced teachers of educational institutions in 6 districts of the Russian Federation (490, and interviews with the school administration the authors analyze the difficulties encountered by beginning teachers, evaluate the existing forms of support for them, as well as their satisfaction with the system of professional adaptation. Often the novice teacher experiences difficulties in obtaining documentation and reporting, problems with monitoring pupils' attention, difficulties in the application of an individual approach. Currently being implemented in most schools set of measures for entry into the profession cannot be considered sufficient to ensure high level of adaptation of young teachers. However, young teachers in general positively appreciate the existing support system in their schools, especially the "assistance of experienced colleagues in the professional adaptation."

  1. Teachers as Writers, Writers as Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, and Teachers of Writing

    Science.gov (United States)

    Dillahunty, Donna Carol

    2013-01-01

    The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of…

  2. A Semiotic Perspective on the Technical and Professional Writing Assignment.

    Science.gov (United States)

    Westmoreland, Kay

    1995-01-01

    Uses central ideas from Roland Barthes's essays on connotative semiotics as a rationale for directing students in technical and professional writing classes to develop the critical reflex to analyze and then make judgments about the values implied by connotative systems. (SR)

  3. Building Problem Forums: On Troubleshooting in the Professional Writing Classroom

    Science.gov (United States)

    Vealey, Kyle P.

    2016-01-01

    This article describes the use of "problem forums" in undergraduate professional writing courses as a technique for facilitating and sustaining learning from increasingly complex, messy, and wicked problems that are characteristic of 21st-century work. Problem forums are designed to scaffold project team discussions of rhetorical,…

  4. 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…

  5. Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

    National Research Council Canada - National Science Library

    Claudio Díaz Larenas; Lucía Ramos Leiva; Mabel Ortiz Navarrete

    2017-01-01

    This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay...

  6. A descriptive Survey on Teachers' Perception of EFL Writing and ...

    African Journals Online (AJOL)

    ... develop practical skills and put into action their beliefs regarding writing and its teaching, and 3) the Ministry of Education and other responsible bodies need to offer trainings to preparatory school English language teachers on the implementation of the process approach to writing. Key Terms: Perception, belief, practice ...

  7. Secondary Preservice Teachers' Development of Teaching Scientific Writing

    Science.gov (United States)

    Pytash, Kristine E.

    2013-01-01

    Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in "Appl Linguist" 24(1):28-55, 2003; Martin in "Writing science: literacy and discursive power." University of Pittsburgh Press, Pittsburgh, pp 166-202, 1993). This article summarizes the findings of a…

  8. Students' and Teachers' Perceptions: An Inquiry into Academic Writing

    Science.gov (United States)

    Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas

    2012-01-01

    Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…

  9. A descriptive Survey on Teachers' Perception of EFL Writing and ...

    African Journals Online (AJOL)

    language teachers need to give enough attention to writing in their instruction, 2) they ..... Table 4: Beliefs and Practices Related to Feedback .... be taught to preparatory school students, their practice of encouraging out-of-class writing activities and their views on giving feedback. In response to the five items, almost all of.

  10. 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 ...

  11. Illuminating Growth and Struggles Using Mixed Methods: Practice-Based Professional Development and Coaching for Differentiating SRSD Instruction in Writing

    Science.gov (United States)

    McKeown, Debra; Brindle, Mary; Harris, Karen R.; Graham, Steve; Collins, Alyson A.; Brown, Megan

    2016-01-01

    In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the…

  12. 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.

  13. 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.

  14. Profiling teachers' sense of professional identity

    NARCIS (Netherlands)

    Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

    2011-01-01

    This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers'

  15. Exploration of Values: Israeli Teachers' Professional Ethics

    Science.gov (United States)

    Fisher, Yael

    2013-01-01

    The main purpose of this study was to explore Israeli teachers' professional ethics and values using the Facet Theory (Guttman in Psychmetrika 33:469-506, 1968). Since Israel does not have a teachers' code of ethics, such exploration can be a basis for constructing one. The study is mainly exploratory, and the main hypotheses that guided the study…

  16. 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.

  17. Teachers as a Social and Professional Community

    Science.gov (United States)

    Zasypkin, V. P.; Zborowski, G. E.; Shuklina, E. A.

    2015-01-01

    The article looks at teachers as a social and professional community, discussing their social and demographic characteristics and social well-being. These factors are used to gauge the quality of life, their attitude toward their careers and other activities, and use of free time. Two clusters of teachers that express positive and negative social…

  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. Teacher Metacognition within the Professional Learning Community

    Science.gov (United States)

    Prytula, Michelle P.

    2012-01-01

    A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include…

  20. 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…

  1. 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 ...

  2. 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…

  3. School Health Promotion and Teacher Professional Identity

    Science.gov (United States)

    Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

    2016-01-01

    Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

  4. Experienced Teacher Educators and their Professional Learning.

    NARCIS (Netherlands)

    dr Marcel van der Klink; dr.ir. Quinta Kools; dr Simone White

    2010-01-01

    The professional development of teacher educators is increasingly being recognised as a topic of paramount importance. This is partly caused by the stronger emphasis on improving the quality of teacher education programs and as a consequence on attention for the lifelong learning of those

  5. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  6. 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...

  7. Codes of Ethics and Teachers' Professional Autonomy

    Science.gov (United States)

    Schwimmer, Marina; Maxwell, Bruce

    2017-01-01

    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators--namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic--the article examines the principal arguments against codes of ethics.…

  8. Postmodernist Perceptions of Teacher Professionalism: A Critique

    Science.gov (United States)

    Parker, Gemma

    2015-01-01

    This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves' work on the…

  9. Schooling Teachers: Professionalism or Disciplinary Power?

    Science.gov (United States)

    Bourke, Terri; Lidstone, John; Ryan, Mary

    2015-01-01

    Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However,…

  10. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    This result suggests that a large proportion of teaching staff could benefit from teacher education. ... requirement for formal training in teaching for the horde health professionals who participate (full-time, part-time or ... training for educators in health professionals' education. Method: 250 medical students from the MB ChB.

  11. TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

    Directory of Open Access Journals (Sweden)

    Rias Ning Astuti

    2015-12-01

    Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

  12. "Don't Rock the Boat": Conflicting Mentor and Pre-Service Teacher Narratives of Professional Experience

    Science.gov (United States)

    Patrick, Rachel

    2013-01-01

    This article examines conflicting mentor (school-based supervising teacher) and pre-service teacher narratives of professional experience in schools. It draws on a small narrative inquiry about the mentoring relationship in teacher education. Interview conversations were analysed using "writing as a method of inquiry", allowing for a recursive…

  13. Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing

    Science.gov (United States)

    Diaz Larenas, Claudio; Ramos Leiva, Lucía; Ortiz Navarrete, Mabel

    2017-01-01

    This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…

  14. Teachers' challenges in the understanding of creative writing as ...

    African Journals Online (AJOL)

    This paper reports on a research that explored teachers' challenges in the understanding of creative writing as dictated by policy documents governing the teaching of English. The study was quantitative in nature. A random sample of three hundred learners and seventy five teachers participated in the study. The SPSS 14 ...

  15. Writing Together, Learning Together: Teacher Development through Community Service Learning

    Science.gov (United States)

    He, Ye; Prater, Kathryn

    2014-01-01

    In this study, community service learning is incorporated into a graduate-level English-as-a-Second-Language (ESL) teacher preparation course. Focusing on a writing project participants completed with English Learners (ELs) as part of the service-learning project, we explored the impact of the project on: (1) teachers' understanding of ESL…

  16. 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.

  17. Helping Preservice Teachers Learn to Assess Writing: Practice and Feedback in a Web-Based Environment

    Science.gov (United States)

    Dempsey, Michael S.; PytlikZillig, Lisa M.; Bruning, Roger H.

    2009-01-01

    Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing,…

  18. Teaching High School Students How to Write: The Importance of Direct Explicit Instruction and Teacher Training

    Science.gov (United States)

    Soiferman, L. Karen

    2017-01-01

    Learning how to teach writing is a skill just as learning how to write is a skill. Without a dedicated composition course in Education faculties pre-service teachers are not getting the training they require to be effective teachers of writing. In this report, a case is made for why teachers have to be more aware of how students learn to write and…

  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. The Attitudes of Pre-service Teachers towards EFL Writing

    Directory of Open Access Journals (Sweden)

    Selami Ayd��n

    2010-10-01

    Full Text Available The results of the previous studies indicate that no consensus exists on either the attitudes towards EFL writing or the factors that affect these attitudes. In addition, the studies mainly focused on the attitudes of language learners, rather than teachers. Thus, the present study aims to investigate the attitudes of pre-service teachers towards writing in English as a foreign language and the relationship between their attitudes and certain variables. A background questionnaire and a scale intending to measure the attitudes were administered to a sample group of 162 pre-service teachers of English. The collected data were used to provide a descriptive and correlational analysis. The results of the study indicated that pre-service teachers mainly have positive attitudes towards writing in English as a foreign language. Furthermore, it was found that age, gender, educational background and language proficiency significantly correlate with some statements in the scale.

  2. Teachers' professional judgement in real teaching situations

    DEFF Research Database (Denmark)

    Mikkelsen, Sidse Hølvig; Daugbjerg, Peer; Sommer, Lise

    2017-01-01

    -prepared, well-rehearsed, and experience based. Disturbances, unexpected ruptures or deviations from plan demand that teachers improvise regarding which actions to carry out. The considerations the teachers make in these situations are not directly available for investigation. The actions can be conscious...... as well as unconscious and they are expressed bodily and verbally. The presentation will discuss methodological approach on how to investigate teachers' professional judgement. We will use video recordings of actual teaching situations to generate dialogue with the participating teachers. The dialogue...

  3. Teachers' reported practices for teaching writing in England.

    Science.gov (United States)

    Dockrell, Julie E; Marshall, Chloë R; Wyse, Dominic

    To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the 'simple view of writing' as a framework to examine the extent to which different aspects of the writing process are addressed. One hundred and eighty-eight staff from ten different schools responded to an online questionnaire. Only the data from class teachers (n = 88) who responded to all items on the questionnaire were included in the final analyses. Respondents enjoyed teaching writing and felt prepared to teach it. However, despite feeling that they were effective in identifying approaches to support students' writing, nearly half reported that supporting struggling writers was problematic for them. Overall teachers reported more work at word level, occurring several times a week, than with transcription, sentence or text levels, which were reported to occur weekly. Planning, reviewing and revising occurred least often, only monthly. For these variables no differences were found between teachers of younger (age 4-7) and older students (age 8-11). By contrast, an examination of specific aspects of each component revealed differences between the teachers of the two age groups. Teachers of younger students focused more frequently on phonic activities related to spelling, whereas teachers of older students focussed more on word roots, punctuation, word classes and the grammatical function of words, sentence-level work, and paragraph construction.

  4. 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.

  5. A Writing Teacher in the Physics Classroom.

    Science.gov (United States)

    Kirkpatrick, Larry D.; Pittendrigh, Adele S.

    1984-01-01

    Describes a series of writing exercises specifically designed to improve students' comprehension of physics. Students are given a RAFT which defines their role, audience, format, and task. Format for writing essays focuses on key ideas, general ideas, specific cases, and additional insights. (JM)

  6. Writing Assessment: Emotions, Feelings, and Teachers

    Science.gov (United States)

    Caswell, Nicole

    2011-01-01

    For my purposes, I approach writing assessment as more than just grading or responding to a set of student papers within a classroom context. Instead, I look at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and…

  7. EFL teacher professional change in India

    Directory of Open Access Journals (Sweden)

    Toraskar Helen B.

    2016-09-01

    Full Text Available This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India at different stages in their careers. Wenger’s (1998 three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978. Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

  8. Teacher professional boundaries: online & offline

    OpenAIRE

    Morris, Zoe Anna

    2017-01-01

    The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While t...

  9. Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey

    Science.gov (United States)

    Chen, Cheryl Wei-yu; Wang, Hung-chun

    2016-01-01

    This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…

  10. 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.

  11. 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…

  12. 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....

  13. The Effect of Creative Drama Method on Pre-Service Classroom Teachers' Writing Skills and Attitudes towards Writing

    Science.gov (United States)

    Erdogan, Tolga

    2013-01-01

    The aim of the study is to explore the effect of the creative drama method on pre-service classroom teachers' writing skills and attitudes towards writing. Additionally, the views of the pre-service teachers concerning the creative drama method were also investigated in the study. The participants of the study were 24 pre-service teachers studying…

  14. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    as a source of innovation in the teaching context and in co-operation with peers (Mourshed, Chijoke, & Barber, 2010). A clear trend can be observed in direction of paying still more attention to the processes in school reforms, i.e. to the quality of what actually happens in schools and class rooms and how...... well it is performed. High performing countries do not only praise the quality of the individual teacher, which is important, they also focus on support on the job, the importance of strong professional learning communities, and teachers possibility of taking part in successful school development...... (Hargreaves & Fullan, 2012). Teaching in a school-system steered by competence goals requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. With today’s strong focus on student outcomes, teachers are expected to embrace...

  15. Composing a Professional Writing Program at the University of Puget Sound.

    Science.gov (United States)

    Sloane, Sarah; Turnbull, Mary

    English is the second-largest major at the University of Puget Sound (Tacoma, Washington). Students may choose one of three emphases within their major: literature, creative writing, or professional writing. Puget Sound's professional writing program has grown gradually and slowly over the last 11-year period to include an array of 10 professional…

  16. The Professional Project among Danish Kindergarten Teachers

    DEFF Research Database (Denmark)

    Bøje, Jakob Ditlev

    2016-01-01

    This article describes ways in which the professionalization strategy among Danish kindergarten teachers is realised in practice by newly educated members of the occupation. It focusses on relations between gender and professionalisation and concludes that the professionalisation strategy...... educated kindergarten teachers employed in three different pedagogic institutions: day-care (0-6 years), after-school institutions (6-10 years) and club facilities (10-18 years)....

  17. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

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

  18. 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....

  19. Writing approaches of student teachers of English

    National Research Council Canada - National Science Library

    Karabınar, Selma

    2014-01-01

    .... "The approaches to writing framework" (Biggs, 1988; Lavelle, 1993) presents a different perspective based on the notion that strategies used by the writers are determined by deep or surface level approaches...

  20. Writing skills enhancement for public health professionals in Rwanda.

    Science.gov (United States)

    Deonandan, Raywat; Sangwa, Nodine; Kanters, Steve; Nsanzimana, Sabin

    2017-01-01

    In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans' skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants' reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress.

  1. 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…

  2. 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

  3. Reflective Journal Writing on the Way to Becoming Teachers

    Directory of Open Access Journals (Sweden)

    Feyza Doyran

    2013-03-01

    Full Text Available In this qualitative research study, the purpose was to analyze the reflective journal entries of the 26 pre-service teachers attending the teacher education department of a state university. These teacher candidates were asked to write their reflections on a weekly basis during the “school experience” course in the fall semester. Twelve weekly entries and the end of the year reflection reports of these pre-service teachers (338 documents all together were analyzed according to the contents; similar issues were coded; common themes were found; in the second phase, the findings were analyzed again in the light of reflective practice research to find out about the learning experiences of the pre-service teachers and to analyze in which stage of reflective practice their entries mostly fell into. The results revealed that pre-service teachers benefitted from keeping reflective journals and their reflections mostly fell under the “interpersonal stage” and did not have many comments reflecting the other stages which were procedural and conceptual. The results show that in order for the pre-service teachers to gain more awareness through reflective writing, they need to be trained on how to write reflections effectively and on the different stages related to the reflective practice.

  4. Writing for professional publication. Part 3: following journal guidelines.

    Science.gov (United States)

    Fowler, John

    Recognizing your motivation and identifying the content of your potential article are the first two steps in writing for publication. However, you will almost certainly receive a rejection letter if you do not plan and structure your article to meet the style of the specific journal you intend submitting to. In the third part of a series of articles, John Fowler, an experienced nursing lecturer and author, highlights the importance of downloading and reading carefully the author instructions which are found on the websites of nearly all professional journals.

  5. 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…

  6. 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…

  7. Second-Stage Music Teachers' Professional Identities

    Science.gov (United States)

    Draves, Tami J.

    2013-01-01

    The purpose of this case study research was to explore the professional identities of second-stage music teachers, or those in years 4-10 of teaching, focusing primarily on how their identities were sustained or neglected. Participants were two second stage music educators teaching in middle school (grades 6-8) music classrooms and taught…

  8. 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 ...

  9. 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.

  10. 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…

  11. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Under the project, IDRC grantee IT for Change (ITfC), isimplementing action research on a professional learning communities(PLCs) model for collaborative creation of open educational resources ... Teachers across 34 districts have learned to use digital tools and resources in their classroom teaching.

  12. 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…

  13. Teachers' Professional Ethics from Avicenna's Perspective

    Science.gov (United States)

    Heidari, Mohammad Hossein; Heshi, Kamal Nosrati; Mottagi, Zohre; Amini, Mehrnosh; Shiri, Ali Shiravani

    2015-01-01

    The purpose of this paper is to express Avicenna's standpoints in the area of teachers' professional ethics. Making use of a qualitative approach and a descriptive-analytic method, this study attempted to describe and analyze Avicenna's viewpoints on prerequisites of teaching profession by the help of the available resources. In general, the…

  14. 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…

  15. Pre-service teachers' professional learning experiences during rural ...

    African Journals Online (AJOL)

    Pre-service teachers' professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province. ... thinking, learning and meaning making. Keywords: complexity; leadership; Mpumalanga province; pre-service teachers; professional learning; rural school, situative theory; teaching experience ...

  16. The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

    Science.gov (United States)

    Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.

    2015-01-01

    We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

  17. Teacher Exchange In England: A Model to Improve Writing in the Public Schools.

    Science.gov (United States)

    Amodeo, Luiza B.; Martin, Jeanette V.

    Teachers participating in the Teacher Center-United Kingdom Exchange Program at New Mexico State University were required to keep a journal throughout the entire exchange year. The objective of the exercise was to improve writing and reduce writing anxiety among the teachers, and to influence them to implement journal writing in their public…

  18. Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?

    Directory of Open Access Journals (Sweden)

    Mauricio Alejandro Núñez Rojas

    2012-11-01

    Full Text Available Paths for the professionalization of teachers have traditionally been conceived of as successive processes that are disjointed from teacher training (initial and ongoing. This leads to the perpetuation of the dichotomy between theory and practice. Closely linked to this last is the lack of communication and even mistrust between the actors involved in different stages of training: academics and in-service teachers. This article explores the idea of professionalization as a process in which the diverse training pathways can converge through permanent situated reflective actions involving the participation of in-service and pre-service teachers, leading to the theorization of practice and the development of increasing levels of professional consciousness for both parties. The experience of communities of practice is regarded as a framework for introducing writing practice, which is seen as a mechanism of empowerment for such professional development.

  19. 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

  20. Engaging Preservice Teachers in Disciplinary Literacy Learning through Writing

    Science.gov (United States)

    Pytash, Kristine E.

    2012-01-01

    The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as…

  1. Exploring writing institutes for teachers in South Africa | Dippenaar ...

    African Journals Online (AJOL)

    These institutes are modeled on the National Writing Project (NWP) Invitational Summer Institutes, held at 200 sites in the United States (US), Virgin Islands, and Puerto Rico during the June-August summer break. Several thousand teachers in the US participate each year in these invitational summer institutes, which are ...

  2. Writing Autobiographies: A Meaningful Way to Sensitize Trainee Teachers

    Science.gov (United States)

    Quintero, Josefina C.; López, Margarita M.; Zuluaga, Carmen T. C.

    2013-01-01

    This article discusses the final results from a research work which aimed to identify the pedagogical processes that emerge from the autobiographies that modern languages trainee teachers at the University of Caldas write. These autobiographies become a starting point to develop their teaching practicum, and are considered to be of great…

  3. Elementary Teachers' Views on the Creative Writing Process: An Evaluation

    Science.gov (United States)

    Akkaya, Nevin

    2014-01-01

    The goal of this study is to discover and evaluate both the areas of personal interest and the views of 4th and 5th grade classroom teachers regarding the creative writing process. In this study, one of the qualitative study methods, state study, and related to this, single state design which refers to the whole has been chosen. Research was…

  4. Evaluation of Twitter Users Writings about Teachers in Turkey

    Science.gov (United States)

    Yavuz, Mustafa

    2014-01-01

    As a social sharing network whose number of users worldwide continues to rapidly increase, Twitter has become an active network for individuals to share their thoughts and feelings at any given time. The purpose of this work, then, is to evaluate Twitter users of Turkey in terms of how they write about their teachers on Twitter. In order to…

  5. Teachers' implementation of writing as a process in English ...

    African Journals Online (AJOL)

    This descriptive study investigated teachers' implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students ...

  6. Facilitating Preservice Teachers' Reflection through Interactive Online Journal Writing

    Science.gov (United States)

    Lee, Okseon

    2010-01-01

    The purpose of this study was to examine the effectiveness of interactive online journal writing on physical education teacher candidates' reflection, and to explore the content and functions of such reflection during field experience. Four participants selected from a pool of students enrolled in pre-student teaching field experience were asked…

  7. Write for Your Life: Developing Digital Literacies and Writing Pedagogy in Teacher Education

    Science.gov (United States)

    Collier, Shartriya; Foley, Brian; Moguel, David; Barnard, Ian

    2013-01-01

    The need for the effective development of digital literacies pervades every aspect of instruction in contemporary classrooms. As a result, teacher candidates must be equipped to draw upon a variety of literacies in order to tap into the complex social worlds of their future pupils. The Write for Your Life Project was designed to strengthen…

  8. 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.

  9. Professional Vision and the Politics of Teacher Learning

    Science.gov (United States)

    Lefstein, Adam; Snell, Julia

    2011-01-01

    This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of "professional vision" in linguistic anthropology and trace the concept's evolution in teacher…

  10. Second Career Teachers and (Mis)Recognitions of Professional Identities

    Science.gov (United States)

    Nielsen, Ann

    2016-01-01

    Since the late 1980s there has been an increase of "second career teachers" (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu's concepts of power and cultural capital, the professional identities of teachers were examined…

  11. Teacher Educators' Constructions of Professionalism: A Case Study

    Science.gov (United States)

    Murray, Jean

    2014-01-01

    This article addresses an under-researched area of teacher education by analysing teacher educators' constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The research is an embedded case study of 36 teacher educators in two Schools of Education in England,…

  12. 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,…

  13. 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…

  14. 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,…

  15. 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…

  16. 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.

  17. Literacy and teacher training: some reflections on reading and writing

    Directory of Open Access Journals (Sweden)

    Helenise Sangoi Antunes

    2013-06-01

    Full Text Available This paper presents reflections on reading and writing, from the research project “Literacy Lab: rethinking teacher training” which aims to establish exchanges between socially vulnerable schools and the Federal University of Santa Maria (UFSM and contribute to the training of undergraduates in Pedagogy and Special Education, as well as the teachers of the schools involved. Adopting a qualitative methodology based on studies of Bogdan and Bicklen (1994, the project seeks to support the literacy process by proposing reflection on the current pedagogical practices in the early years of elementary school. The results show the existence of practices in elementary school which mostly ignore the creative ability of the students. It was concluded that this project has enhanced the relationship between initial and continuous training of teachers and practices of reading and writing.

  18. A Case Study of Using Facebook in an EFL English Writing Class: The Perspective of a Writing Teacher

    Science.gov (United States)

    Yu, Li-Tang

    2014-01-01

    The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three…

  19. Reflective Thinking and Journal Writing: Examining Student Teachers' Perceptions of Preferred Reflective Modality, Journal Writing Outcomes, and Journal Structure

    Science.gov (United States)

    Greiman, Bradley C.; Covington, Holly K.

    2007-01-01

    Journal writing is generally required of student teachers; however, there is a void in career and technical education research regarding this activity. The purpose of this study was to examine student teachers' journal writing experiences to obtain insight into the process of developing reflective practitioners. The study drew on the work of Dewey…

  20. 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

  1. 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…

  2. 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....

  3. 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....

  4. Using Simulation to Teach Project Management in the Professional Writing Classroom

    Science.gov (United States)

    Krause, Tim

    2010-01-01

    It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

  5. 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...

  6. Writing skills enhancement for public health professionals in Rwanda

    Directory of Open Access Journals (Sweden)

    Deonandan R

    2017-03-01

    Full Text Available Raywat Deonandan,1 Nodine Sangwa,1 Steve Kanters,2 Sabin Nsanzimana3 1Interdisciplinary School of Health Sciences, University of Ottawa, Ottawa, ON, Canada; 2University of British Columbia, Vancouver, BC, Canada; 3Rwanda Biomedical Center, Kigali, Rwanda Abstract: In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans’ skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants’ reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress. Keywords: education, Rwanda, public health, skills

  7. 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…

  8. Implementing Professional Standard for Teachers: the Krasnoyarsk Krai Experience

    OpenAIRE

    Andreyeva S.Y.,; Butenko A.V.,

    2016-01-01

    In this article we present the Krasnoyarsk krai experience in implementing the professional standard for teachers. We discuss three key processes in the regional educational system that promote professional growth in teachers in accordance with the professional standard. We developed a model of qualification levels of teachers’ professional skills based upon the particular criteria of perfect performance. This model was employed in the organization of workshops for teacher trainees. Finally, ...

  9. Crafting an Argument in Steps: A Writing Process Model for Graduate and Professional Students with LD

    Science.gov (United States)

    Kallestinova, Elena

    2017-01-01

    The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did…

  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. Why I Write: What Talented Creative Writers Need Their Teachers to Know

    Science.gov (United States)

    Olthouse, Jill M.

    2012-01-01

    Eight students who excelled in a statewide, middle school creative writing tournament discussed their relationships with writing. Students' interview transcripts were analyzed for references to positive and negative teacher influences. Students needed teachers who provided structured writing time and clear deadlines, valued the message of the work…

  12. Writing planning documents: a contested activity in teacher training

    Directory of Open Access Journals (Sweden)

    Antonia López Martínez

    2009-08-01

    Full Text Available The purpose of the study presented in this paper is to improve the training in methodology and organisation of future nursery and primary teachers during their teaching placement. The objective is that students get to know the process followed in schools to write planning documents so that they establish links between their theoretical knowledge on the planning of schools in the course School Management with real practical situations.

  13. Counselling to a lifelong professional career as a Teacher

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Krøjgaard, Frede

    2017-01-01

    How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades. Th...

  14. 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…

  15. Professional Competency Differences among High School Teachers in Indonesia

    Science.gov (United States)

    Mustafa, M. Nur

    2013-01-01

    This study aims to evaluate the levels of professional competency among high school teachers as well as to identify the differnces based on gender and work experience, as the teachers' professional competency level is of paramount importance in quality of teaching and learning and students' achievements. The study sample involved 327 teachers from…

  16. Professionalism of Preschool Teachers in Estonia, Finland, Sweden and Hungary

    Science.gov (United States)

    Peterson, Tiina; Veisson, Marika; Hujala, Eeva; Härkönen, Ulla; Sandberg, Anette; Johansson, Inge; Bakosi, Eva Kovacsne

    2016-01-01

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring…

  17. 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…

  18. 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…

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

    Science.gov (United States)

    Newton, Sarah E

    2008-01-01

    According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

  4. Writing poetry through the eyes of science a teacher's guide to scientific literacy and poetic response

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    Gorrell, Nancy

    2012-01-01

    Writing Poetry Through the Eyes of Science: A Teacher's Guide to Scientific Literacy and Poetic Response presents a unique and effective interdisciplinary approach to teaching science poems and science poetry writing in secondary English and science classrooms.

  5. Teaching How to Write Instructional Objectives to Pre-Service Language Teachers through the ABCD Model

    Science.gov (United States)

    Kiliçkaya, Ferit

    2016-01-01

    This paper presents the use of the ABCD model as a way to train teachers of English to write clear and specific objectives. It is stated here that most of the instructional objectives written by pre-service teachers are inadequately formulated. With this in mind, pre-service teachers (n = 46) were trained in writing instructional objectives…

  6. Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom

    Science.gov (United States)

    Lee, Icy

    2011-01-01

    Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in…

  7. Writing in elementary school science: Factors that influence teacher beliefs and practices

    Science.gov (United States)

    Glen, Nicole J.

    Recent calls for scientifically literate citizens have prompted science educators to examine the roles that literacy holds in students' science learning processes. Although many studies have investigated the cognitive gains students acquire when they write in science, these writing-to-learn studies have typically been conducted with only middle and secondary school students. Few studies have explored how teachers, particularly elementary teachers, understand the use of writing in science and the factors that influence their science and writing lessons. This was a qualitative case study conducted in one suburban school with four elementary teachers. The purpose of this study was to understand: (a) how teachers' uses of and purposes for writing in science compared to that in English language arts; (b) the factors that drove teachers' pedagogical decisions to use writing in certain ways; (c) teachers' beliefs about science teaching and learning and its relation to how they used writing; (d) teachers' perceptions of students' writing abilities and its relation to how they used writing; and (e) teachers' views about how writing is used by scientists. Seven main findings resulted from this research. In summary, teachers' main uses of and purposes for writing were similar in science and English language arts. For much of the writing done in both subjects, teachers' expectations of students' writing were typically based on their general literacy writing skills. The teachers believed that scientific writing is factual, for the purpose of communicating about science, and is not as creative or "fun" as other types of writing. The teachers' pedagogical practices in science included teaching by experiences, reading, and the transmission of information. These practices were related to their understanding of scientific writing. Finally, additional factors drove the decisions teachers made regarding the use of writing in science, including time, knowledge of curriculum

  8. 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…

  9. 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…

  10. 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…

  11. Australia's Supervising Teachers: Motivators and Challenges to Inform Professional Learning

    Science.gov (United States)

    Nielsen, Wendy; Mena, Juanjo; Clarke, Anthony; O'Shea, Sarah; Hoban, Garry; Collins, John

    2017-01-01

    This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and…

  12. 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…

  13. 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...

  14. 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

  15. 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…

  16. Examining the Relationships between the Level of Schools for Being Professional Learning Communities and Teacher Professionalism

    Science.gov (United States)

    Cansoy, Ramazan; Parlar, Hanifi

    2017-01-01

    The objective of this study is to examine the relationships between the levels of schools for being professional learning communities and teacher professionalism based on teachers' perceptions. The participants were a total of 543 teachers working at elementary, middle and high schools in the Eyüp District of Istanbul. The data were gathered…

  17. 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...

  18. 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.

  19. If Maslow Taught Writing: A Way to Look at Motivation in the Composition Classroom. Writing Teachers at Work.

    Science.gov (United States)

    Hill, Ada; Boone, Beth

    Intended for use by teachers at both the college and the secondary school level, this booklet describes a method of getting students to write using the motivation theories developed by the psychologist Abraham Maslow. The first chapter of the booklet reviews Maslow's basic principles as they apply to the teaching of writing, but includes a…

  20. 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...

  1. Critical Autobiography in the Professional Doctorate: Improving Students' Writing through the Device of Literature

    Science.gov (United States)

    Eastman, Christine; Maguire, Kate

    2016-01-01

    This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically and…

  2. Implementing Professional Standard for Teachers: the Krasnoyarsk Krai Experience

    Directory of Open Access Journals (Sweden)

    Andreyeva S.Y.,

    2016-07-01

    Full Text Available In this article we present the Krasnoyarsk krai experience in implementing the professional standard for teachers. We discuss three key processes in the regional educational system that promote professional growth in teachers in accordance with the professional standard. We developed a model of qualification levels of teachers’ professional skills based upon the particular criteria of perfect performance. This model was employed in the organization of workshops for teacher trainees. Finally, we describe and discuss new practices of assessing teachers’ professional qualification in educational institutions and on the level of the regional educational system in general.

  3. 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)…

  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. 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.

  6. Writing Professional Codes of Ethics to Introduce Ethics in Business Writing.

    Science.gov (United States)

    Speck, Bruce W.

    1990-01-01

    Describes an approach to teaching ethics in a business writing class. Discusses the use of a fictional case study and the writing of a code of conduct and ethics for the occupation the students hope to join. (SR)

  7. No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes

    Science.gov (United States)

    Huang, Shu-Chen

    2016-01-01

    This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

  8. Role of Pre-service Teachers Educators in Forming of Future Teachers Professional Competencies

    OpenAIRE

    Garabiková Pártlová, Margareta

    2015-01-01

    The dissertation deals with the educators of future teachers and their roles in shaping the professional competencies of pre-service teachers during undergraduate training. The theoretical basis of the work is grounded in the theory of undergraduate education, as well as the concepts of professional competences of teachers and professional competences of pre-service teachers educators and related concept of model role. The empirical part, using mixed methods research, consists of several subs...

  9. Of Ladybugs, Low Status, and Loving the Job: Writing Center Professionals

    Science.gov (United States)

    Geller, Anne Ellen; Denny, Harry

    2013-01-01

    Upon arriving on their first day of work, new writing center professionals (WCPs) may be pleased to find they have inherited well-furnished tutorial spaces or established peer-tutoring courses. be welcomed by supportive, cross-disciplinary writing committees or invested deans. Those who start in their positions as their institutions' first…

  10. Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

    Science.gov (United States)

    Lea, Mary R.; Stierer, Barry

    2011-01-01

    In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

  11. Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

    Science.gov (United States)

    Sisson, Jamie Huff; Iverson, Susan V.

    2014-01-01

    Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

  12. A Framework for Professional Ethics Courses in Teacher Education

    Science.gov (United States)

    Warnick, Bryan R.; Silverman, Sarah K.

    2011-01-01

    Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

  13. Teacher Perceptions of Levels of Professional Contribution to the School

    Science.gov (United States)

    Roby, Douglas E.

    2009-01-01

    Teachers enrolled in graduate level coursework at Wright State University, in Dayton, Ohio were surveyed as to their perception of the extent of faculty involvement and professional contribution in their school. Teachers and educators that were administrators were the focus of the study. Professional contribution levels were defined for the…

  14. Theorising Teacher Professionalism as an Enacted Discourse of Power

    Science.gov (United States)

    Hilferty, Fiona

    2008-01-01

    In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process…

  15. Phenomenological Analysis of Professional Identity Crisis Experience by Teachers

    Science.gov (United States)

    Sadovnikova, Nadezhda O.; Sergeeva, Tamara B.; Suraeva, Maria O.

    2016-01-01

    The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers' pedagogical activity and professional development. The objective of the study is to describe the…

  16. 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…

  17. 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…

  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. Sensing as an Ethical Dimension of Teacher Professionality

    Science.gov (United States)

    Edling, Silvia; Frelin, Anneli

    2016-01-01

    The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the "ethics of alterity" and the "ethics of dissensus," both of which express a desire to contest the various forms of violence in society.…

  2. A Narrative Analysis of a Teacher Educator's Professional Learning Journey

    Science.gov (United States)

    Vanassche, Eline; Kelchtermans, Geert

    2016-01-01

    This article reports on a narrative analysis of one teacher educator's learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates…

  3. 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…

  4. How Do Novice Teachers in Finland Perceive Their Professional Agency?

    Science.gov (United States)

    Eteläpelto, Anneli; Vähäsantanen, Katja; Hökkä, Päivi

    2015-01-01

    This study investigated novice teachers' perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice…

  5. Professional Noticing Practices of Novice Mathematics Teacher Educators

    Science.gov (United States)

    Amador, Julie

    2016-01-01

    The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those…

  6. Teacher Professionalization in the Age of Social Networking Sites

    Science.gov (United States)

    Kimmons, Royce; Veletsianos, George

    2015-01-01

    As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This qualitative study sought to articulate tensions that arose between professionalization influences and teacher education student…

  7. 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.

  8. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning

    Science.gov (United States)

    2008-12-18

    Jesuit institution offering many degrees in both arts and science. We chose Marquette University as the research site because it was our alma...seniors at Marquette and within one year of commissioning. In addition, many have held a staff or leadership position in the midshipman battalion to...professional writing skills, and it is incumbent on Navy leadership to not only issue directives on how to write professionally, but also to enforce

  9. Emphasizing Professionalism: Approaches in Business and Technical Writing.

    Science.gov (United States)

    Nelson, Charles W.

    A communication project in a technical writing course demonstrated the importance of communication skills in a profession as it developed the students' own speech and writing skills. After listing what they believed were the major problems in business communication, students compared their responses with instances submitted by local business…

  10. 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

  11. The Writing Book, by Inky Penguin [and] Teacher's Manual.

    Science.gov (United States)

    Padgett, Ron

    Intended for elementary level students, this book presents 12 writing ideas and several suggestions on how students can make a book using their writing. Each writing idea is presented with a brief description (addressed to the student), several examples of student writing, and a blank page on which to write. Writing ideas include freewriting,…

  12. Professional equity as reported by biology teachers

    Science.gov (United States)

    Douglas, Claudia B.; Lakes Matyas, Marsha; Butler Kahle, Jane

    In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught advanced classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.

  13. Counselling to a lifelong professional career as a Teacher

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Krøjgaard, Frede

    2017-01-01

    How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades. Th....... This research has further shown the importance of establishing a mentoring-service to support the new teachers.Presentation of results in relation to Research question:What kind of actions do the Danish schools take to support the new teachers at the start of their career?...

  14. Student, Teacher and Class-Level Correlates of Flemish Late Elementary School Children's Writing Performance

    Science.gov (United States)

    De Smedt, Fien; Van Keer, Hilde; Merchie, Emmelien

    2016-01-01

    In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers…

  15. Web-Based Writing Support: Making It Useable for Distance Teachers

    Science.gov (United States)

    Goodfellow, Robin; Strauss, Pat; Puxley, Marianne

    2012-01-01

    This paper considers the issues that distance teachers in higher education who are not writing specialists face in supporting their students' academic writing development. We discuss the usefulness of open web-based writing support resources, and propose the need for a system that serves as an interface with these resources. Such a system should…

  16. National Writing Project's Multimodal Literacies and Teacher Collaboration: Enhanced Student Learning on Global Social Issues

    Science.gov (United States)

    Iyengar, Kalpana; Hood, Caleb

    2016-01-01

    Iyengar and Hood, both teacher consultants with the San Antonio Writing Project (SAWP), and instructors of an undergraduate society and social issues class, collaborated to enhance their undergraduate students' writing experiences using the National Writing Project model (Lieberman & Wood, 2003). Iyengar and Hood used strategies such as…

  17. "Spinach to Chocolate": Changing Awareness and Attitudes in ESL Writing Teachers.

    Science.gov (United States)

    Winer, Lise

    1992-01-01

    Data from student journals in an English-as-a-Second-Language writing practicum are used to trace the process by which practice of and reflection on specific activities change awareness of and attitudes toward writing and the teaching of writing. The paper demonstrates the necessity of integrating training and development in teacher education.…

  18. The Influence of Peer Group Response: Building a Teacher and Student Expertise in the Writing Classroom

    Science.gov (United States)

    Dix, Stephanie; Cawkwell, Gail

    2011-01-01

    New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students' literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed…

  19. Contextualizing Teacher Professionalism: Findings from a Cross-Case Analysis of Union Active Teachers

    Science.gov (United States)

    Osmond-Johnson, Pamela

    2016-01-01

    This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and…

  20. 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…

  1. 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…

  2. 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…

  3. 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'…

  4. 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…

  5. Examining the Relationship between Teachers' Individual Innovativeness and Professionalism

    Science.gov (United States)

    Parlar, Hanifi; Cansoy, Ramazan

    2017-01-01

    The aim of this study was to examine the relationship between teachers' individual innovativeness and their teacher professionalism. The participants were 567 teachers working in elementary, middle and high schools located across Istanbul. The data were gathered through the "Individual Innovativeness Scale" and the "Teacher…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Teacher Professionalism and Team Performance Pay: A Mixed Methods Study

    Science.gov (United States)

    Wells, Pamela; Combs, Julie P.; Bustamante, Rebecca M.

    2012-01-01

    The purpose of this mixed methods research study was to explore teachers' perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers' archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. The Effect of Teacher Error Feedback on the Accuracy of EFL Student Writing

    Science.gov (United States)

    Pan, Yi-chun

    2010-01-01

    This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher's grammatical feedback,…

  17. Secondary Preservice Teachers Share Their Writing with Individual Students in School: A Survey of Their Experiences

    Science.gov (United States)

    Daisey, Peggy

    2014-01-01

    (Purpose) The purpose of this study was to describe the method, barriers, and positive effects when secondary preservice teachers of diverse subject areas shared their writing with individual middle and high school students in school. (Methodology) secondary preservice teachers (N = 77) shared their writing for two minutes before class each time…

  18. Codes of Professional Conduct and Ethics Education for Future Teachers

    Science.gov (United States)

    Maxwell, Bruce

    2017-01-01

    This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with…

  19. 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…

  20. 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…

  1. 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…

  2. Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

    Science.gov (United States)

    Parlar, Hanifi; Cansoy, Ramazan; Kilinç, Ali Çagatay

    2017-01-01

    The aim of this study was to examine the relationships between schools' levels of having teacher leadership culture and teachers' professional behaviors. A total of 254 teachers working in primary and secondary schools located in Üsküdar district of Istanbul province participated in the study. The "Teacher Leadership Culture Scale" and…

  3. 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.

  4. 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.

  5. Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

    Science.gov (United States)

    Brooks, Caroline; DinanThompson, Maree

    2013-01-01

    This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

  6. The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

    Science.gov (United States)

    Buschang, Rebecca Ellen

    2012-01-01

    This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

  7. The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

    Science.gov (United States)

    Buschang, Rebecca E.

    2012-01-01

    This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

  8. 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.

  9. Teacher’s electronic portfolio in professional standard of teacher

    Directory of Open Access Journals (Sweden)

    Naydenova Irina S.

    2016-01-01

    Full Text Available Urgent questions related to the teacher professional standard, especially with the construction of its portfolio in electronic formis raised in the article. Today the most important indicator for the quality of teacher education is a professional competences of teachers which in demand with the era of postmodernism. However, attention is paid to such modern aspects of didactics as the digitization of learning and application of gadget technology in the educational process. The article analyzes the components, which today a teacher uses in the field of education and science of measuring the quality of social and emotional development of the student.

  10. 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...

  11. 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…

  12. The utility of reflective writing after a palliative care experience: can we assess medical students' professionalism?

    Science.gov (United States)

    Braun, Ursula K; Gill, Anne C; Teal, Cayla R; Morrison, Laura J

    2013-11-01

    Medical education leaders have called for a curriculum that proactively teaches knowledge, skills, and attitudes required for professional practice and have identified professionalism as a competency domain for medical students. Exposure to palliative care (PC), an often deeply moving clinical experience, is an optimal trigger for rich student reflection, and students' reflective writings can be explored for professional attitudes. Our aim was to evaluate the merit of using student reflective writing about a PC clinical experience to teach and assess professionalism. After a PC patient visit, students wrote a brief reflective essay. We explored qualitatively if/how evidence of students' professionalism was reflected in their writing. Five essays were randomly chosen to develop a preliminary thematic structure, which then guided analysis of 30 additional, randomly chosen essays. Analysts coded transcripts independently, then collaboratively, developed thematic categories, and selected illustrative quotes for each theme and subtheme. Essays revealed content reflecting more rich information about students' progress toward achieving two professionalism competencies (demonstrating awareness of one's own perspectives and biases; demonstrating caring, compassion, empathy, and respect) than two others (displaying self-awareness of performance; recognizing and taking actions to correct deficiencies in one's own behavior, knowledge, and skill). Professional attitudes were evident in all essays. The essays had limited use for formal summative assessment of professionalism competencies. However, given the increasing presence of PC clinical experiences at medical schools nationwide, we believe this assessment strategy for professionalism has merit and deserves further investigation.

  13. 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.

  14. How to Write a Professional Knockout Resume to Differentiate Yourself

    Science.gov (United States)

    Akpan, Joseph; Notar, Charles E.

    2012-01-01

    One of the challenges facing recent graduates, or those looking for a new job, is writing an eye-catching resume that encapsulates and unveils their qualifications and accomplishments to potential employers. Several factors contribute to this challenge, such as the explosive rate of unemployment for recent graduates, increases in graduation rates,…

  15. [Writing about emotional dissonance in client experiences benefits human service professionals].

    Science.gov (United States)

    Sekiya, Daiki; Yukawa, Shintaro

    2009-10-01

    The present study examined whether burnout and negative ruminations of helping professional were reduced by writing about their dissonant emotional experiences. Twenty helping professionals were randomly assigned to either the experimental condition (writing about emotionally dissonant experiences for three weeks) or the control condition (without writing). The results revealed that participants in the experimental condition had significantly lower scores for emotional dissonance than the control group immediately and three weeks after the experimental intervention. Qualitative analyses of the content written by the participants showed that individuals who had more beneficial change on the score for emotional dissonance wrote more cognitive words. This correlation suggests that writing about emotional dissonance may facilitate cognitive restructuring of emotional experiences, which results in decreasing emotional dissonance.

  16. 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

  17. 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.

  18. 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.

  19. The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers' Beliefs and Practices

    Science.gov (United States)

    Ihmeideh, Fathi

    2010-01-01

    This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales--Teachers' Beliefs Scale (TB Scale) and Teachers' Practices Scale (TP Scale)--to examine the role of computer technology in teaching…

  20. Approaching Pedagogical Language Knowledge through Student Teachers: Assessment of Second Language Writing

    Science.gov (United States)

    Aalto, Eija; Tarnanen, Mirja

    2015-01-01

    The article examines student teachers' pedagogical language knowledge. The analysis is based on data from an applied task in which Finnish student teachers (n = 221) of 16 school subjects assessed second language (SL) learners' writing skills. First, we briefly discuss subject teachers' role in language and literacy teaching in the multilingual…

  1. Enhancing Quality of Student Teachers' Practices through Reflective Journal Writing during School Practice

    Science.gov (United States)

    Ezati, Betty Akullu; Ocheng, Mary K.; Ssentamu, Proscovia N.; Sikoyo, Leah N.

    2010-01-01

    This paper explores the role of journal writing in enhancing student teachers' learning during school practice. It analyses data from 22 student teachers' journals and 23 questionnaires. The study focuses on the areas that student teachers reflected on most, the nature of their reflection and the extent to which previous experiences informed their…

  2. MASTERING EFFECTIVE BUSINESS COMMUNICATION WRITING SKILLS BY FUTURE INTERNATIONAL RELATIONS PROFESSIONALS

    OpenAIRE

    Vasylyshyna, N. M.

    2016-01-01

    The article under consideration is related to the problem of mastering writing skills by future international relations professionals. The problem is that for the last ten years its performance has declined in comparison with other foreign сommunication skills at all key stages. In our investigation, the history of teaching-of-writing approaches over the last 50 years was characterised by five phases, some elements of which have been and continue to be concurrent in the best practice. Modern ...

  3. 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

  4. HipHop Scholastics: Effective Teacher Professional Learning

    OpenAIRE

    Garcia, Itoco

    2016-01-01

    AbstractHipHop Scholastics: Effective Teacher Professional LearningbyItoco GarcíaDoctor of EducationUniversity of California, BerkeleyProfessor P. David Pearson, ChairMeeting the needs of culturally and linguistically diverse students in order to improve their academic engagement and achievement is a central challenge to American education. A Critical Race analysis and synthesis of academic research on teacher professional learning, Culturally Relevant Pedagogy (CRP), and the mismatch between...

  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. STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching

    Science.gov (United States)

    Fulton, Kathleen; Britton, Ted

    2011-01-01

    STEM (science, technology, engineering, and mathematics) teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, "STEM Teachers in Professional Learning Communities:…

  7. 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…

  8. Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

  9. Exploring the Drivers of Teacher Professionalism in Ghana

    Science.gov (United States)

    Salifu, Inusah

    2015-01-01

    This research aimed to explore the working conditions teachers in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with teacher participants drawn from the Ashanti Region purposively selected. The research…

  10. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  11. 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…

  12. Teachers Negotiating Professional Agency through Literature-Based Assessment

    Science.gov (United States)

    Simpson, Alyson

    2017-01-01

    Research reports teachers around the world currently face major challenges to their professional agency. They face numerous pressures from accountability measures operating in the highly politicised field of literacy education and standardised testing. At the same time international research encourages teachers to design rich assessment tasks…

  13. The Need for Professional Growth of ELT Teachers in Ethiopia ...

    African Journals Online (AJOL)

    This paper presents the need for professional growth of English language teachers in Ethiopia. It indicates that English language teachers teach what they know, what they have, what they think, and what they believe. They cannot give beyond what they have and what they know. It argues that the poor competence and ...

  14. Society for Music Teacher Education Professional Literature Project.

    Science.gov (United States)

    Heller, George N., Ed.

    This project aims to correct the somewhat chaotic state of professional literature on music teacher education. First, the project provides a tentative definition of music teacher education and then proceeds to sort, classify, and define the diverse literature. After an introduction, the project is divided into the following sections: (1)…

  15. 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

  16. 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

  17. Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

    Science.gov (United States)

    Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings

    2015-01-01

    Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al.…

  18. The Relationship between Teachers' Occupational Professionalism and Organizational Alienation

    Science.gov (United States)

    Yorulmaz, Yilmaz Ilker; Altinkurt, Yahya; Yilmaz, Kursad

    2015-01-01

    The purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selected by using the disproportionate cluster…

  19. 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…

  20. 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…

  1. 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…

  2. 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 ...

  3. 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…

  4. Professional Learning Environment and Human Caring Correlates of Teacher Efficacy.

    Science.gov (United States)

    Ellett, Chad D.; Hill, Flo H.; Liu, Xia; Loup, Karen S.; Lakshmanan, Aruna

    This paper presents the results of a study of relationships between elements of the school professional learning environment and dimensions of caring and efficacy motivation among teachers. The sample for the study consisted of 1009 elementary and secondary school teachers from 29 schools in two suburban/rural school districts in a southeastern…

  5. 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…

  6. 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…

  7. Outcomes of a Chemistry Content Professional Learning Session: Teachers' Perspectives

    Science.gov (United States)

    Rowen, Catherine; Woods-McConney, Amanda; Hughes, Leonie; Laird, Damian

    2017-01-01

    The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called "Divide and Analyse" was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction…

  8. Professional Standards, Teacher Identities and an Ethics of Singularity

    Science.gov (United States)

    Clarke, Matthew; Moore, Alex

    2013-01-01

    This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan's three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers' work and identities in standardized (and sanitized) forms, such as the…

  9. Teacher Professionalization: Motivational Factors and the Influence of Age

    Science.gov (United States)

    Hildebrandt, Susan A.; Eom, Minhee

    2011-01-01

    This study examines motivational factors of teachers who have achieved a national standard of professionalization. Data were collected from National Board certified teachers in the United States (N = 453) using a two-part, web-based survey. Exploratory factor analysis found five motivators: improved teaching, financial gain, collaborative…

  10. 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…

  11. 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,…

  12. 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…

  13. 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…

  14. Enhancing Teacher Performance: The Role of Professional Autonomy

    Science.gov (United States)

    Hyslop-Margison, Emery J.; Sears, Alan M.

    2010-01-01

    Current teacher accountability initiatives such as those included in the "No Child Left Behind" legislation in the United States create particular difficulties that impact deleteriously on the performance of professional educators. The quality of public education is undermined when teachers are held accountable to an external authority…

  15. 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…

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    David J. Shernoff

    2017-06-01

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

  18. How to Give Professional Feedback

    Science.gov (United States)

    Brookhart, Susan M.; Moss, Connie M.

    2015-01-01

    Professional learning "should be a joy," the authors write, "not an affliction." Feedback experts Brookhart and Moss show how professional feedback can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and feedback should feed teacher professional learning…

  19. 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 ...

  20. Perform or Else: The Performative Enhancement of Teacher Professionalism

    Science.gov (United States)

    Liew, Warren Mark

    2012-01-01

    The Singapore Ministry of Education's Enhanced Performance Management System (EPMS) was instituted in 2005 as a system of professional accountability to enhance the standards and stakes of teacher professionalism in schools. This essay explores how the EPMS, with its underlying paradigm of performance management, functions as a "technology of…

  1. 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…

  2. Professional Experience as a Wicked Problem in Initial Teacher Education

    Science.gov (United States)

    Southgate, Erica; Reynolds, Ruth; Howley, Peter

    2013-01-01

    Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The…

  3. Teacher Professionalism: What Educators Can Learn from Social Workers

    Science.gov (United States)

    Bair, Mary Antony

    2014-01-01

    Although there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators' understanding of the concept. This exploratory case study compared the conceptualization of professionalism by faculty and students in a college of education vis-à-vis the conceptualization…

  4. 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…

  5. 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…

  6. 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…

  7. Changing Expectations, Same Perspective: Preservice Teachers' Judgments of Professional Efficacy

    Science.gov (United States)

    Hardy, Graham; Spendlove, David; Shortt, Damien

    2015-01-01

    This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE's Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program.…

  8. Professional Satisfaction of Teachers from Kindergarten. Preliminary Study

    Science.gov (United States)

    Anghelache, Valerica

    2014-01-01

    Professional development is a topic of great interest for all those who are involved in educational field, makers and teachers. It's approached closely related to organizational development, both representing a result of continuous changes in education. At individual level, professional development has both an internal determination (a need to…

  9. Teachers' Self-Initiated Professional Learning through Personal Learning Networks

    Science.gov (United States)

    Tour, Ekaterina

    2017-01-01

    It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as…

  10. "New Professionalism," Workforce Remodeling and the Restructuring of Teachers' Work

    Science.gov (United States)

    Stevenson, Howard; Carter, Bob; Passy, Rowena

    2007-01-01

    Since its election in 1997 the Labour government's policy has sought to promote a "new professionalism" amongst teachers. First mooted at the time when new performance management arrangements were introduced, the discourse of new professionalism has now become closely associated with the "workforce remodeling" agenda in which…

  11. PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER

    Directory of Open Access Journals (Sweden)

    L. Y. Monakhova

    2017-01-01

    Full Text Available Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and

  12. 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…

  13. Special Education Trainee Teachers' Perceptions of Their Professional World: Motives, Roles, and Expectations from Teacher Training

    Science.gov (United States)

    Gavish, Bella

    2017-01-01

    To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research…

  14. Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education

    Science.gov (United States)

    Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard

    2018-01-01

    The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…

  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. Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools

    Science.gov (United States)

    Bogler, Ronit; Somech, Anit

    2004-01-01

    The present study focuses on the relationship between teacher empowerment and teachers' organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of…

  17. Academic Writing in Reflexive Professional Writing: Citations of Scientific Literature in Supervised Pre-Service Training Reports

    Directory of Open Access Journals (Sweden)

    Lívia Chaves de Melo

    2013-06-01

    Full Text Available In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training.

  18. 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…

  19. British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

    Science.gov (United States)

    Sultan, Nabil

    2013-01-01

    The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…

  20. DOMAIN SPECIFIC BELIEFS ABOUT WRITING AND WRITING PERFORMANCE OF PRESERVICE ENGLISH TEACHERS: IS THERE ANY RELATIONSHIP?

    Directory of Open Access Journals (Sweden)

    Seray Tanyer

    2017-07-01

    Full Text Available Learning as a retrospective phenomenon can make learners transmit their past as an ingredient while they are (restructuring their present and future. Previous and present experiences can form a basis for cognitive, behavioral and motivational factors which can create a cognitive load for learners and affect their learning process. In this regard, current study aims to investigate first-year undergraduates’ beliefs about writing and relation of these beliefs to writing performance in essay writing. A total of 147 students studying in ELT department of a Turkish university participated in the research. Their domain-specific beliefs about writing were determined through the Beliefs about Writing Survey (BAWS. Writing performance was measured on an essay writing task by calculating both overall grade and six component grades. As a result, multiple regression analysis affirmed that beliefs about writing accounted for writing performance independently. Pearson correlation values showed that some beliefs about writing were adaptive and associated with higher writing scores (e.g. “Adapt to the Audience”. Also, some belief subcategories were associated with each other. The results of the present study have been discussed along with the related literature on beliefs about writing and writing performance. Implications/suggestions related to the coursework, writing practices and future research have been presented.

  1. Professionalization in Teacher Education As an Interorganizational Learning Challenge

    Directory of Open Access Journals (Sweden)

    Heike de Boer

    2018-01-01

    Full Text Available Cultural and social changes, new administrative regulations, and curricular reforms have had a significant impact on the work and professional self-image of future teachers in many European countries involved in the Bologna Process. This constellation gives rise to new challenges for established routines, practices, and identities of the organizations involved in teacher education. This article deals with processes of professionalization in teacher education and presents new forms of interorganizational cooperation between schools, universities, education authorities, and extracurricular agencies. Three case studies from Germany and Austria clearly demonstrate that different organizational cultures as well as different professional self-images meet in cooperative environments. The goal of the article was to analyze systematically the various interorganizational learning challenges in the field of teacher education.

  2. Collaborative Writing as an Exercise of Poetic Resistance in Teacher Education

    National Research Council Canada - National Science Library

    Lisa Panayotidis; Jo Towers; Darren Lund; Hans Smits

    2015-01-01

      Over the last decade we have strived through a collaborative writing project to open a polyvocal and layered conversation on critical contemporary issues in teacher education, even as our program faced its demise...

  3. 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

  4. Frank McCourt’s Teacher Man: A Novel Approach to Teacher Learning and Professional Development

    Directory of Open Access Journals (Sweden)

    Renate Schulz

    2009-07-01

    Full Text Available The purpose of this research was to investigate how stories can be a learning tool to help teachers make sense of and learn from their own stories of teaching. The participants in this study were teachers enrolled in a graduate level course.  Frank McCourt’s novel, Teacher Man acted as a stimulus, springboard and guide for class discussions and for teachers writing their own story of teaching. My mode of inquiry included collecting the teachers’ written responses to class readings, noting their oral responses during class discussions, asking them to complete a short questionnaire, and following up with a taped focus group three months after the completion of the course. By reading, hearing and discussing the stories of others, teachers came to recognize the power of stories.  Writing their own stories helped them to understand their own practice better.

  5. The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

    Science.gov (United States)

    Salem, Ashraf Atta M. S.

    2013-01-01

    The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

  6. 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

  7. Integrating Feedback into Prospective English Language Teachers' Writing Process via Blogs and Portfolios

    Science.gov (United States)

    Arslan, Recep Sahin

    2013-01-01

    The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and peers…

  8. The Relationship between Teacher's Written Feedback and Student's' Writing Performance: Sociocultural Perspective

    Science.gov (United States)

    Bijami, Maryam; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

    2016-01-01

    Feedback plays a fundamental role in writing development. The present study seeks to investigate the impact of teacher's written feedback on the writing performance of Iranian undergraduates. The subjects were 400 students majoring in the fields of English language translation and English language literature in four universities, namely Shahaid…

  9. Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners

    Science.gov (United States)

    Dennis, Lindsay R.; Votteler, Nancy K.

    2013-01-01

    Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers' workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to…

  10. Writing and Reading Skills as Assessed by Teachers in 7-Year Olds: A Behavioral Genetic Approach

    Science.gov (United States)

    Oliver, Bonamy R.; Dale, Philip S.; Plomin, Robert

    2007-01-01

    A behavioral genetic analysis of general writing ability was conducted using teacher assessments based on UK National Curriculum criteria for a sample of 3296 same-sex pairs of 7-year-old twins. Writing was highly heritable within the normal range (0.66) and at the low extreme (0.70). Environmental influences were almost all non-shared, with…

  11. Destrezas de Escritura: Curriculo Basico. Guia para el Maestro (Writing Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    As part of the basic special education curriculum of the Department of Public Instruction of Puerto Rico, this teacher's guide, presents, in Spanish, a basic curriculum for writing skills for students with disabilities. Skills for handwriting (the production of writing) and composition are included. Although the student with disabilities needs…

  12. Teacher and Student Perspectives on a Blended Learning Intensive English Program Writing Course

    Science.gov (United States)

    Larsen, Lars Jacob Ege

    2012-01-01

    The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates the use of BL with ESL writing students in an intensive English program. The purpose was to investigate how to prepare ESL teachers to create a productive BL environment for their ESL writing students. This…

  13. Examining the Effects of Computer-Based Scaffolds on Novice Teachers' Reflective Journal Writing

    Science.gov (United States)

    Lai, Guolin; Calandra, Brendan

    2010-01-01

    This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based…

  14. A Survey on EFL Teachers' Assessment Methods in Entry-Level Writing Courses in Technological Universities in Taiwan

    Science.gov (United States)

    Chen, Cheryl Wei-yu

    2016-01-01

    How writing teachers conduct their assessment is an important but under-researched topic in the field of language assessment. By partly adopting Cheng et al.'s (2004) survey, this mail survey study aims to fill this gap by examining how tertiary-level EFL writing teachers assess their students in basic English writing classes in Taiwan. The…

  15. Enhancing the Writing Development of English Language Learners: Teacher Perceptions of Common Technology in Project-Based Learning

    Science.gov (United States)

    Foulger, Teresa S.; Jimenez-Silva, Margarita

    2007-01-01

    Results from this study suggest teachers believe technology may provide English language learners (ELLs) an advantage in developing writing skills. Using a theoretical framework by Hadaway, Vardell, and Young (2002) citing seven teacher practices that support the writing of ELL students when writing processes are embedded in real-world activities,…

  16. 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 ...

  17. 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 ...

  18. Teachers' Perception of Job Environment on Professional ...

    African Journals Online (AJOL)

    A survey data collected from 600 secondary school teachers and 2400 senior secondary school students from 60 out of the 230 public secondary schools in Cross River State were analyzed to determine the influence of teachers perception of job environment on their lesson presentation, use of instructional aids, classroom ...

  19. From University to Classrooms: A Preservice Teachers' Writing Portfolio Program and Its Impact on Instruction in Teaching Strategies for Writing Portfolios in the Classroom

    Science.gov (United States)

    Bintz, William; Shake, Mary

    2005-01-01

    This article reports findings from an action research project investigating the impact creating writing portfolios has on preservice teachers' understanding of writing portfolio assessment. Participants included 92 preservice teachers enrolled across four different sections of an introductory literacy class. Data sources included: preservice…

  20. (Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

    Science.gov (United States)

    Han, Insuk

    2016-01-01

    This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

  1. 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,…

  2. Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation

    Science.gov (United States)

    Ring, Elizabeth A.

    There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States. With this shift in epistemological, pedagogical, and curricular content, there is a need to develop an understanding as to what integrated STEM education is, particularly among practitioners. In this dissertation, inservice science teacher conceptions of integrated STEM education were investigated to help understand what these conceptions are and how these conceptions influence curriculum writing and implementation of integrated STEM curricula in classrooms. Teacher conceptions and their influences were investigated through three separate but interrelated studies. First, K-12 inservice science teachers' conceptions of integrated STEM were investigated through the analysis of their sketched models of integrated STEM education. How these models changed throughout an intensive, three-week professional development was also explored. The goal of this first study was to identify conceptual models of integrated STEM education held by inservice science teachers and to understand how these conceptions might change over the course of a professional development. Second, photo elicitation interviews (PEIs) and curricular analysis were used to provide rich descriptions of the conceptual models of integrated STEM education held by inservice science teachers, determine what components of STEM inservice science teachers found fundamental to integrating STEM in the classroom based on their conceptions, and explore how teachers' conceptions of STEM were used in their development of integrated STEM curricula. The goal of this second study was to better understand inservice science teachers' conceptual models of integrated STEM and explore how these models were realized in the teachers' curriculum writing. Third, a multiple-case study was conducted with three teachers to investigate how the conceptual models held by

  3. 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.

  4. Collaborative Writing in the Business Writing Classroom: An Ethical Dilemma for the Teacher.

    Science.gov (United States)

    Barbour, Dennis H.

    1990-01-01

    Maintains that business writing students need to be prepared for the collaborative work and writing they will face in the workplace. Explores ethical problems with the collaborative approach in the classroom. Describes practical solutions to those problems. (SR)

  5. Writing in the elementary science classroom: Teacher beliefs and practices within a narrowing curriculum

    Science.gov (United States)

    Leffler, Angela K.

    The narrowed curriculum continues to be challenging for science education as teachers strive to impart content that is on the high-stakes assessments. This Qualitative multiple-case study investigated four experienced, elementary classroom teachers' use of writing in science. It was designed to provide insight into teaching beliefs and practices of how teachers use writing in science opportunities within a narrowing curriculum. Triangulation was achieved through teacher interviews, classroom observations, and document analysis. Three major findings were evident through careful examination of data which is representative of the teacher participants within this study: 1.) Writing is combined with dialogue, multiple applications, activity and audience, 2.) Writing is used as an assessment and as a means to enhance learning, 3.) Writing is prioritized in science with differing schedule approaches. Although these are the major findings there were exceptions that were unique to each individual participant. The findings of this study can inform pre-service, novice and experienced classroom teachers on how to interconnect the two subject areas of writing and science to promote enhancement of learning. By gaining this information, it could diminish the global achievement gap in science.

  6. Writing for the U.K. Professional Standards in Higher Education: An Autobiographical Narrative

    Science.gov (United States)

    Prince, Heather

    2013-01-01

    The process of writing and submitting a portfolio for the U.K. Professional Standards Framework is described as a reflective, evidence-based approach to teaching and the support of learning in Higher Education. Through an autobiographical and personal narrative approach, the journey through the submission of a portfolio at Descriptor 3 level…

  7. Where Professional Writing Meets Social Change: The Grant Proposal as a Site of Hospitality

    Science.gov (United States)

    Barrett, Kenna

    2013-01-01

    This essay builds upon prior attempts to foster linkages between the disciplines of Composition Studies and professional writing. I take up Jennifer Bay's suggestion that service learning is a site for connection and "hospitality" (in a Derridean sense) between these disciplines, advocating for and at the same time complicating Bay's proposal.…

  8. 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…

  9. Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.

    Science.gov (United States)

    Berry, Ruth A Wiebe

    2006-01-01

    Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.

  10. The Evolution of a Graduate Writing Program: The Master of Arts in Professional Writing at Carnegie Mellon University. CDC Technical Report No. 33.

    Science.gov (United States)

    Jones, G. H.; Steinberg, E. R.

    The Master of Arts in Professional Writing (MAPW) offered by Carnegie Mellon University (Pennsylvania) is designed for students who want careers as document designers in industry and government, where they will plan, write, and evaluate computer manuals and on-line documentation, training and instructional materials, technical reports, and a wide…

  11. 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…

  12. 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

  13. THE PROFESSIONAL ROLE OF TEACHER OF EDUCATION FOR FAMILY LIFE

    Directory of Open Access Journals (Sweden)

    Anna Zellma

    2016-12-01

    Full Text Available Teachers of education for family life take all sorts of forms of professional activity in school. The activities are an important component of teachers’ professional role. They arise, among others, from applicable laws, professional obligations, curriculum assumptions in particular types of schools and social expectations. However, personal characteristics as well as professional qualifications and competence are of great importance. These factors determine the quality of professional activity of the teacher of education for family life. By analyzing the issue mentioned in the title of this thesis, attention was drawn to the rights and obligations of teachers of education for life in the family that relate to teaching, upbringing, prevention and care. Reference is made at the same time to the existing educational documents and curriculum assumptions. This made it possible to indicate what the proper fulfillment of teaching, educational-preventive and caring tasks of the teacher of education for life in the family depends on. It has been proved that regardless of the changes taking place in the socio-cultural realities, the needs and interests of students and the expectations of parents, teachers of education for life in the family is required to take fair and responsible participation in the issues relating to marriage and family. He also has to support his students in the integral development and shape social and moral attitudes based on universal moral and social values.

  14. Mobile learning for teacher professional learning: benefits, obstacles and issues

    Directory of Open Access Journals (Sweden)

    Peter Aubusson

    2009-12-01

    Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

  15. Factors influencing pre-service physics teachers' skills of writing teaching materials

    Science.gov (United States)

    Sinaga, Parlindungan

    2016-02-01

    Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

  16. Teachers' perceptions of School Based Continuous Professional ...

    African Journals Online (AJOL)

    SBCPD) in Jimma zone selected schools. ... Abstract. This paper is part of MA thesis in which primary school teachers' perceptions of was explored. ... of relevance, management, and result in enhancement of students learning, and obstructions.

  17. The Relationship between Teacher Leadership, Teacher Professionalism, and Perceived Stress

    Science.gov (United States)

    Kilinc, Ali Çagatay; Cemaloglu, Necati; Savas, Gökhan

    2015-01-01

    Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that…

  18. Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

    Science.gov (United States)

    Schlang, Jodi A.

    One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL

  19. 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…

  20. Professional Training of Foreign Languages Teachers in Austria

    Directory of Open Access Journals (Sweden)

    Byndas Olena

    2014-06-01

    Full Text Available The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations

  1. 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.

  2. Induction and Mentoring - Counselling to lifelong professional career as teacher

    DEFF Research Database (Denmark)

    Paaske, Karen Annette; Krøjgaard, Frede; Frederiksen, Lisbeth Angela Lunde

    ., & Brinkmann, S. (2009). Interview: Introduktion til et håndværk (2. udgave ed.). Kbh.: Hans Reitzel.Maxwell, J. A. (2016). Expanding the history and range of mixed methods research. Journal of Mixed Methods Research, Vol. 10(1), 12–27. Sundli, L. (2007). Mentoring - A new mantra for education? Teaching...... and Teacher Education, 23(2), 201-Anderson, T., & Shattuck, J. (January/February 2012). Design-based research: A decade of progress in education research?. Educational Researcher, vol. 41(no. 1), 16-25. Background ReferencesBritton, E. (2012). Addressing the mathematics-specific needs of beginning mathematics......How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades...

  3. Writing in the Elementary Science Classroom: Teacher Beliefs and Practices within a Narrowing Curriculum

    Science.gov (United States)

    Leffler, Angela K.

    2014-01-01

    The narrowed curriculum continues to be challenging for science education as teachers strive to impart content that is on the high-stakes assessments. This Qualitative multiple-case study investigated four experienced, elementary classroom teachers' use of writing in science. It was designed to provide insight into teaching beliefs and practices…

  4. Using Writing and Culture to Teach Science Content to Preservice Teachers

    Science.gov (United States)

    Saint-Hilaire, Line Augustin

    2013-01-01

    This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

  5. No Time for the "Airy Fairy": Teacher Perspectives on Creative Writing in High Stakes Environments

    Science.gov (United States)

    Frawley, Emily

    2014-01-01

    This paper discusses a research project undertaken to examine teachers' perceptions of creative writing in the senior English curriculum. It was a case study undertaken in a state high school in Melbourne under the Victorian Certificate of Education (VCE). The project investigated the challenges facing English teachers as they prepare students to…

  6. Microteaching Writing on YouTube for Pre-Service Teacher Training: Lessons Learned

    Science.gov (United States)

    Sun, Yu-Chih

    2014-01-01

    The purpose of the study is to investigate how pre-service teachers adopt YouTube technology into their microteaching as part of their assignments. The participants were twelve Taiwanese pre-service teachers in a Teaching English to Speakers of Other Languages graduate program. They enrolled in a Second Language Writing course and worked in groups…

  7. Do Adult ESL Learners' and Their Teachers' Goals for Improving Grammar in Writing Correspond?

    Science.gov (United States)

    Zhou, Ally A.; Busch, Michael; Cumming, Alister

    2014-01-01

    Recent research has identified certain goals of adult second language (L2) learners and their teachers for writing instruction in English as a second language (ESL), yet questions remain as to whether students' and teachers' goals correspond in ways that achieve instructional objectives and facilitate L2 development. The present study compared L2…

  8. Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study

    Science.gov (United States)

    Bastug, Muhammet

    2016-01-01

    The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…

  9. The PEA Strategy: One Teacher's Approach to Integrating Writing in the Social Studies Classroom

    Science.gov (United States)

    Sielaff, Christopher K.; Washburn, Erin K.

    2015-01-01

    With the adoption of the "Common Core State Standards" many social studies teachers are faced with the task of very intentionally integrating writing instruction into their content curriculum. While this task may be daunting, there are research-based instructional frameworks to help teachers implement strategies to support student…

  10. Continuity in the Rhode Island Writing Project: Keeping Teachers at the Center

    Science.gov (United States)

    Ozbek, Susan; Roemer, Marjorie; Sanzen, Keith; Vander Does, Susan

    2008-01-01

    The Presenters' Collaborative Network (PCN) was started in 2002 to support the creation of a corps of teacher-consultants who would lead workshops for the Rhode Island Writing Project (RIWP) at local schools and conferences. The PCN is a group of teachers, past participants from summer institutes or year-round embedded programs in schools that…

  11. A Joyous Lifeline in a Target-Driven Job: Teachers' Metaphors of Teaching Poetry Writing

    Science.gov (United States)

    Wilson, Anthony

    2013-01-01

    Drawing on Vygotsky's notion, developed by Bruner, of learners growing into "the intellectual life of those around them", this paper reports on a small-scale questionnaire survey of teachers' thinking about poetry writing and their instructional practices of teaching it. Thirty-three teachers, with a range of teaching experience and…

  12. Pedagogical and professional compromises by medical teachers in hospitals.

    Science.gov (United States)

    Barrett, Jenny; Scott, Karen

    2014-08-01

    Following research about workplace constraints reducing the effectiveness of teaching and the motivation to teach, this study sought to understand how medical teachers in hospitals respond to the institutional context for their teaching of medical students. Through purposive sampling, younger and older male and female teachers in a range of medical and surgical paediatrics subspecialties participated in this qualitative study. We drew on ethnographic methods in interviews so that answers to the questions came from the teachers' own emphases. The systematic coding and categorising procedures used in the inductive analysis of the interview transcripts reflect the constant comparison approach of grounded theory, locating features, patterns and conceptual categories. We identified four main concepts: teachers' goals and motivations; their approaches to teaching; teachers' preferences; and, finally, as discussed in this article, the teachers' perceptions of contextual and institutional pressures in hospital-based medical teaching and related compromises. The teachers perceive constraints resulting from the various mismatches that they experience, a loss of autonomy, and the paucity of acknowledgement and resources. They suggest that the compromises they make in response are both pedagogical and institutional. We conclude that professional development is not enough to address these issues: the conditions for medical teaching and teachers in hospitals require workplace responses to enable a more productive connection between the students, curriculum and pedagogy. In particular, teachers' responsibilities in teaching and curriculum development need to be acknowledged, and practising teachers need to be supported and included in the education mission. © 2014 John Wiley & Sons Ltd.

  13. 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…

  14. NEW DISCOURSES OF TEACHER PROFESSIONALISM: A NORWEGIAN CASE

    Directory of Open Access Journals (Sweden)

    Eyvind Elstad

    2013-05-01

    Full Text Available Teacher-training programmes at the universities should be at the level of and ideally ahead of developments in the schools. When both teaching organisations and the authorities place an emphasis on efforts towards increased professionalism in the work of the teacher, it is reasonable to ask how the teacher-training programmes at the universities can and should respond.  This is taking place at a time when new management systems are being put in place within the education sector.  The purposes of this article are to place the questions relating to efforts towards increased professionalism within a theoretical framework and to use this framework to discuss challenges faced by the teacher-training programmes at the universities in particular. The theoretical framework consists of four competing visions for influence in terms of the school’s activities: professionalism, administrative management of the school sector, school democracy and marketisation. I will use this theoretical framework to discuss the possibilities and limitations for efforts towards increased professionalism and their consequences for teacher-training institutions. The solutions to the conflicts between these visions suggest that it is rational to look for a balance between several positive but partially contradictory intentions.  The efforts towards increased professionalism have consequences both for student teachers and for established teachers, whilst tools for assessing teachers and making them accountable also have deep implications for teacher training.  The manner in which these tools will be used will have consequences for the competitive situation between schools.  Product development will be important in this perspective, which means a need to develop innovation skills within the teacher’s field of work. The conclusion must be that efforts towards increased professionalism based on tools for increasing responsibility and work assessment provides the teacher

  15. The PIBID and the professional trajectories of Chemistry teachers

    OpenAIRE

    dos Santos, Bruno Ferreira; Moraes, Jucimara de Jesus

    2015-01-01

    In this article we present the results of a research study made with graduates of a course of teacher training in chemistry which were fellows of PIBID. The graduates were interviewed by questionnaires and semi-structured interviews. Our main aim was to identify the factors that define professional trajectories of the graduates and also to know the relationships between their participation in this program of initiation to teaching and their professional choices. Our data were analyzed by usin...

  16. Repositioning Professionalism: Teachers, Mentors, Policy and Praxis

    Science.gov (United States)

    Ingleby, Ewan; Tummons, Jonathan

    2012-01-01

    This article reflects on the interplay between the recommended policy of providing mentors for PCET ITT (Post-Compulsory Education and Training Initial Teacher Training) students and the praxis or application of this policy. The findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside…

  17. 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 ...

  18. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    assurance benchmark by the School. This result suggests that a large proportion of teaching staff could benefit from teacher education. Four hundred and four questionnaires were completed and returned out of the 426 that had been distributed, yielding a response rate of 94.8 %. The Cronbach's alpha for reliability test was ...

  19. Exploring the Complexity of Teacher Professional Identity

    Science.gov (United States)

    Hsieh, Betina Yuan-Cheng

    2010-01-01

    This dissertation is based on a case study of 8 beginning English teachers who participated in a collaborative inquiry group at an urban, comprehensive, high school in the San Francisco Bay Area. Qualitative data (including audio-transcribed meeting data, individual interview data, and classroom observations) were collected over two school years,…

  20. Teacher Views Regarding Workaholism and Occupational Professionalism

    Science.gov (United States)

    Nartgun, Senay Sezgin; Ekinci, Serkan; Tukel, Hayrettin; Limon, Ibrahim

    2016-01-01

    While educational organizations are in the pursuit of survival, they also feel existing and increasing public and environmental pressures. To overcome these pressures requires employees who can respond to these pressures. This also leads the employees to work harder and necessitates them to be more enduring and responsive. If such teachers are…

  1. Flip, feedback and fly: Using LOOP to enhance the professional experience of initial teacher education

    National Research Council Canada - National Science Library

    Phillipson, Shane N; Phillipson, Sivanes; Cooper, David G

    2015-01-01

    .... Problems can arise, however, when the evaluation of their professional experience against the Standards shifts from the providers of teacher education programmes to school-based supervising teachers...

  2. 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...

  3. 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

  4. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    The results are discussed as indications for educational skills training for educators in health professionals' education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were.

  5. 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

  6. What do you mean by "teacher"?psychological research on teacher professional identity

    Directory of Open Access Journals (Sweden)

    Luca Tateo

    2012-08-01

    Full Text Available Teacher Professional Identity is today an autonomous theoretical construct. The paper explores the dimensions of TPI stressed in psychological and educational research, presenting different answers provided to questions such as: Which dimensions have been taken into account to define what a teacher is? The image of teachers actually emerging from literature analysis points out vectors of tension between "mainstream" Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers' job, involving ethical and emotional nature of teaching; and, definitely, between "reality-as-it-is" and "reality-to-be" in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a "good" teacher is, what should be and, consequently, what are the role and the Social Representations of teachers in society.

  7. Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

    Science.gov (United States)

    Osmond-Johnson, Pamela

    2015-01-01

    This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

  8. 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…

  9. Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

    Science.gov (United States)

    Scheiner, Thorsten

    2015-01-01

    The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

  10. Acknowledging Teacher Professionalism in Ireland: The Case for a Chartered Teacher Initiative

    Science.gov (United States)

    Lynch, Raymond; Hennessy, Jennifer; Gleeson, Jim

    2013-01-01

    This paper presents an argument for the development of an Irish Chartered Teacher initiative which would acknowledge and accredit the professionalism of experienced and accomplished teachers. It begins by examining the current position of teaching as a profession based on findings from Irish and international research studies. Issues surrounding…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

    Science.gov (United States)

    König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

    2016-01-01

    Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

  16. Enhancing the Professional Vision of Teachers

    DEFF Research Database (Denmark)

    Pantazos, Kostas; Vatrapu, Ravi

    2016-01-01

    This paper reports on a study of the design, development and evaluation of two teaching analytics dashboards that visualize students’ repertory grid exercise data. The technical objective of the dashboards is to support teachers to investigate and compare personal constructs and element ratings...... by students for given topics of study at the individual student, group or classroom levels of analysis. The pedagogical objective of the dashboards is to facilitate formative assessment feedback to students and feed-forward refinements to ongoing instructional practices. The teaching analytics dashboards were...... integrated physiological and performance measures. Eye-tracking data from the two dashboards showed the relative importance of dashboard areas in each case in terms of aggregate gaze allocation. Findings informed the iterative design of the dashboards leading to teachers not being adversely affected...

  17. The Effect of Process Writing Activities on the Writing Skills of Prospective Turkish Teachers

    Science.gov (United States)

    Dilidüzgün, Sükran

    2013-01-01

    Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing…

  18. A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices

    Science.gov (United States)

    Egloff, Susan Margaret Muehl

    2013-01-01

    Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the…

  19. Essay writing in nursing: alerting students and teachers to the educational benefits.

    Science.gov (United States)

    Brennan, M J

    1995-10-01

    Essay writing has recently emerged as an important tool in the appraisal of nursing students at pre- and post-registration level. However, despite its popularity, this activity seems to be somewhat taken for granted. Undoubtedly some nursing students find the transition to essay writing in Higher Education difficult. They seem unaware of assessment procedures, the importance of feedback and more importantly the individual sub-processes which go to make up the process of writing itself. Consequently, the essay is seen as a task and not as an opportunity for learning. This paper is aimed at pre- and post-registration nursing students and their teachers. The paper seeks to reveal some of the research evidence around essay writing. Under the heading of research, four areas are explored. These include the context of essay writing; writing itself; essay planning and finally perspectives on essay writing. The implications of this research are then examined under the separate headings of assessment procedures and the nature of teachers' feedback comments. ... The Essay then, is not a routine exercise, a chore for the student to write, a chore for the professor to read. It is, if properly approached by both parties, education in the truest sense. (Harris & McDougall 1958, p viii)

  20. Professional Self-Esteem as a Predictor of Teacher Burnout across Iranian and Turkish EFL Teachers

    Science.gov (United States)

    Khezerlou, Ebrahim

    2017-01-01

    The study aimed at measuring the perceived Professional Self-esteem, Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA) of Iranian (n = 230) and Turkish (n = 156) EFL teachers and determining the prediction role of Professional Self-esteem in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey…

  1. 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…

  2. 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…

  3. 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,…

  4. The professional lives of teacher victims of workplace bullying: A ...

    African Journals Online (AJOL)

    In order to expand the body of knowledge on workplace bullying in South Africa the aim of this article is to report on findings from a narrative analysis. In this article the professional life stories of two teachers, who have been exposed to bullying by their principals over an extended period of time, are retold. The narratives ...

  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. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study

    Science.gov (United States)

    Reichert, Emily C.

    2010-01-01

    Implementing district level change to an established teacher leader professional development model calls for an understanding of the power and influence structures within the school district. Levels of power and influence are impacted by four main factors in the change process: roles in the organization, ability to communicate, personal…

  12. 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.…

  13. The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

    Science.gov (United States)

    Berkant, Hasan Güner; Baysal, Seda

    2017-01-01

    One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

  14. 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

  15. 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.

  16. Pedagogical System of Future Teachers' Professional Thinking Culture Formation

    Science.gov (United States)

    Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

    2016-01-01

    Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

  17. 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

  18. 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…

  19. Professional Training of Future Teacher in Cross-Cultural Dialogue

    Science.gov (United States)

    Semenog, Olena

    2014-01-01

    On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

  20. The National Writing Project: A Best Idea from James Gray.

    Science.gov (United States)

    Jago, Carol

    2003-01-01

    Discusses how James Gray, founder of the Bay Area Writing Project and later the National Writing Project, began with a simple idea--successful teachers are the best teachers of teachers. Describes how James Gray laid a foundation for what has become a national network with 175 sites across the nation, providing a professional home for thousands of…

  1. Physical and mental workloads in professional dance teachers.

    Science.gov (United States)

    Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

    2015-03-01

    The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

  2. Burnout in teachers: shattered dreams of impeccable professional performance.

    Science.gov (United States)

    Friedman, I A

    2000-05-01

    Burnout usually is conceptualized as a work-related syndrome stemming from the individual's perception of a significant gap between expectations of successful professional performance and an observed, far less satisfying reality. The article examines this perception as a discrepancy between expected and observed levels of the individual's professional self-efficacy. The teaching profession and its service providers--teachers--serve as a model to illustrate and support this examination. Self-reports of novice teachers' experiences in their first year of teaching are given, reflecting a world of shattered dreams of idealistic performance. Finally, a number of suggestions for programs and activities that have proven helpful in alleviating stress and burnout among teachers are described.

  3. 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.

  4. Peer-support writing group in a community family medicine teaching unit: Facilitating professional development.

    Science.gov (United States)

    Al-Imari, Lina; Yang, Jaisy; Pimlott, Nicholas

    2016-12-01

    Aspiring physician writers need an environment that promotes self-reflection and can help them improve their skills and confidence in writing. To create a peer-support writing group for physicians in the Markham-Stouffville community in Ontario to promote professional development by encouraging self-reflection and fostering the concept of physician as writer. The program, designed based on a literature review and a needs assessment, was conducted in 3 sessions over 6 months. Participants included an emergency physician, 4 family physicians, and 3 residents. Four to 8 participants per session shared their projects with guest physician authors. Eight pieces of written work were brought to the sessions, 3 of which were edited. A mixed quantitative and qualitative evaluation model was used with preprogram and postprogram questionnaires and a focus group. This program promoted professional development by increasing participants' frequency of self-reflection and improving their proficiency in writing. Successful elements of this program include creating a supportive group environment and having a physician-writer expert facilitate the peer-feedback sessions. Similar programs can be useful in postgraduate education or continuing professional development. Copyright© the College of Family Physicians of Canada.

  5. An integrated approach to enhancing prospective English language teachers' writing skills

    Directory of Open Access Journals (Sweden)

    Recep Sahin Arslan

    2013-10-01

    Full Text Available This study reports on the experience of a group of pre-service teachers of English in a compulsory writing coursein the preparatory program of an English language teaching department in the Turkish context. This studyspecifically attempts to investigate to what extent the writing course contributes to the acquisition of basicconventions of written discourse in English when prospective teachers of English are involved in an extensivewriting practice which is based upon integration of product, process and genre based approaches to writing. Thestudy lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in thestudy. The participants studied the basic genre types which included expository writing such as classification,process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays.The participants specifically received instruction as to the basic constituents of paragraph and essays writing;namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics whichwere further put into 49 observable competencies. Data were collected through an analytic assessment rubricapplied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study anda post-study self-perception questionnaire in order to evaluate any possible improvements in their writingcompetence. The results of the study suggest that exposing pre-service teachers of English to various genres byinvolving them in an extensive writing practice adds to their writing competency positively in learning theprocess of writing practice, organizing the text, including relevant content in the text, using languageappropriately, producing correct grammar, coming up with relevant vocabulary, and following correctmechanical conventions.

  6. The Use of Cohesive Devices in Descriptive Writing by Omani Student-Teachers

    OpenAIRE

    Zuhair Abdul Amir Abdul Rahman

    2013-01-01

    This study examines college-level Arabic L1 users’ command of cohesive devices by exploring the extent to which Omani student-teachers of English and native English speakers differ in their use of cohesive devices in descriptive English writing. Halliday and Hasan’s framework of cohesion was used to analyze the essays written by the two groups. A qualitative research methodology was utilized to analyze the writing of t...

  7. Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers

    Directory of Open Access Journals (Sweden)

    Ebrahim Khezerlou

    2017-01-01

    Full Text Available The study aimed at measuring the perceived Professional Self-esteem, Emotional Exhaustion (EE, Depersonalization (DP, and Personal Accomplishment (PA of Iranian (n = 230 and Turkish (n =156 EFL teachers and determining the prediction role of Professional Self-esteem in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey (MBI-ES was used to measure the perceived burnout levels of the participants, and a shortened English version of Professional Self-esteem Scale developed by Aricak (1999 was employed to measure the participants’ self-esteem perceptions in five dimensions of satisfaction, knowledge development, commitment, adaptation and communication. The internal reliability of the professional self-esteem scale was r = 0.821. The results revealed that professional selfesteem was strongly correlated with EE, DP, and PA burnout. They also showed that EE, DP, and PA processes were better predicted by Satisfaction, Commitment, and Knowledge Development dimensions of Professional Self-esteem in the case of both Iranian and Turkish teachers, respectively. Moreover, the EE and PA prediction variances of Iranian group were greater than that of Turkish group, whereas the DP prediction variance of Turkish group was greater than that of Iranian group. The study highlights the significance of professional self-esteem in education and offers strategies for teachers and authorities to combat burnout for better teacher productivity.

  8. 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.

  9. DESIGN AND TECHNOLOGICAL APPROACH TO TEACHER PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    Elena Sagan

    2017-10-01

    Full Text Available Relevant for teaching modern science and practice is the task of finding ways to increase motivation, learning by intensifying qualitatively new teaching tools, design and implementation of technological approach to professional training of teachers, especially primary school teacher. The article summarizes the views of scientists on the use of design technology in higher pedagogical educational institution, organization design expediency of future teachers as an example of discipline "Mathematics". Design and technological approach allows for potential developmental math through a combination of formal mathematical knowledge of the emotional and aesthetic component of their production, with the formation of subjective attitude towards new knowledge. Thus, the creation of the "World Geometry" not only promotes the popularization of science, but also influences the outlook of the future teacher, his adaptability and mobility in the modern educational environment, fundamentalization his training.

  10. 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…

  11. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

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    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  12. Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.

    Directory of Open Access Journals (Sweden)

    Alice Merab Kagoda

    2014-12-01

    Full Text Available Teacher professional development (TPD is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers’ understanding of the concept “teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of professional teacher development in the initial teacher training. The head teachers and Ministry of Education and Sports should support in-service teachers in their endeavour to develop professionally. Teachers with low selfesteem should be motivated through attendance of conferences, workshops and group activities at local level.

  13. 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

  14. Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

    Science.gov (United States)

    Korth, Byran B.; Wimmer, Jennifer J.; Wilcox, Brad; Morrison, Timothy G.; Harward, Stan; Peterson, Nancy; Simmerman, Sue; Pierce, Linda

    2017-01-01

    Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional…

  15. Professional Writers Don't Write Like That, So Why Should You?

    Science.gov (United States)

    Schwartz, Alix

    A teacher describes what happens when professional writers are invited into his college composition classroom to talk about and show the processes they employ in revising their work, and reports that students benefit not only by hearing about but also by actually seeing successive drafts. In the class, the students begin the semester by analyzing…

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

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    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.

  17. Moral and Aesthetic Aspect of the Professional Training of Teachers

    Directory of Open Access Journals (Sweden)

    Olena Budnyk

    2017-06-01

    Full Text Available The article highlights the results of diagnosis of forming moral and aesthetic component of personal and professional readiness of teachers to educational activities in school. The study of moral and aesthetic readiness of students was conveyed using the method of diagnosis empathetic abilities (V. Boyko, the author's methods of detection of readiness for activities of actional moral and aesthetic sense and personal predisposition to conflict behavior (test K. Thomas. The experiment proved that future teachers have had developed moral ideals and spiritual values; and formed aesthetic consciousness (feelings, attitudes, tastes, needs, feelings and motivation and are ready for active transformative activities in the system of interpersonal communication. The majority of future teachers who participated in the study display a lack of following formed skills and abilities: attention, perception and thinking focused on the state, problems and behavior of another person; emotional sensitivity, the abilities to observe behavior of a partner, traits that promote openness, the ability to understand another person on the mutual basis due to emotional flexibility and the ability to accept other behaviour. This may adversely affect their future professional activities, including working with neglected pupils and their parents. The author considers that a high level of moral consciousness of a teacher being a unity of rational and sensual aspects to facilitate moral and aesthetic relations in professional collaboration.

  18. 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…

  19. 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…

  20. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    Science.gov (United States)

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…