WorldWideScience

Sample records for professionals including teachers

  1. Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers

    Science.gov (United States)

    Vogler, Anna-Marietha; Prediger, Susanne

    2017-01-01

    Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

  2. 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...

  3. 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,…

  4. 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

  5. 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…

  6. 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...

  7. 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.

  8. 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…

  9. 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

  10. 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

  11. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Science.gov (United States)

    2010-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or secondary...

  12. 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.

  13. 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…

  14. 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.…

  15. 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…

  16. 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....

  17. 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.

  18. 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…

  19. 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.…

  20. 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

  1. 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

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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;…

  7. 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…

  8. 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…

  9. 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…

  10. 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

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. 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.

  16. 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.

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. The Factors that Affect Science Teachers' Participation in Professional Development

    Science.gov (United States)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

  2. 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…

  3. 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.

  4. 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.

  5. 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."

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

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    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. 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.

  12. 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.

  13. 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'

  14. 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…

  15. 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.

  16. 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…

  17. 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 ...

  18. 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…

  19. 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),…

  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. 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

  7. 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...

  8. 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.…

  9. 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…

  10. 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,…

  11. 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.

  12. 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.

  13. 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.

  14. 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

  15. 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…

  16. 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...

  17. 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.

  18. 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...

  19. 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.

  20. 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

  1. 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....

  2. 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.

  3. 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...

  4. 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)....

  5. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the 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....

  6. 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....

  7. 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…

  8. 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…

  9. 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

  10. Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective.

    Science.gov (United States)

    Garshasbi, Sima; Bahador, Hamidollah; Fakhraei, Nahid; Farbod, Abolfazl; Mohammadi, Maryam; Ahmady, Soleiman; Emami Razavi, Seyed Hassan

    2017-01-01

    In the present study, professional conduct of clinical teachers in Tehran University of Medical Sciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questioner called self-reported measurement equipment. This evaluation was a descriptive cross-sectional study. Professionalism was questioned in four domains including clinical teacher-patient, clinical teacher-student, inter-professional and clinical teacher-self relationships. Accordingly, mean scores of the teachers in cases of clinical teacher-patient; clinical teacher-student, inter-professional (teamwork) and clinical teacher-self relations were 61%, 62.2%, 60.6% and 57.6%, respectively. Generally, the teachers achieved 60.35% of the positive scores, and as a result, they were assessed intermediate in the professional behaviors. The residents and fellowships stated that they were not completely satisfied with their teacher's professional conduct and had hidden concerns. It shows that the clinical teachers in our project may not be ideal role models. As a result, developing a comprehensive professionalism and implementing regulations to ensure a successful professionalism are necessary. The precise evaluation of professional conduct in clinical faculty could encourage the maintenance of professional behaviors and potentially decrease negative role modeling and positively influence the hidden curriculums. Operational approaches to formulating regulations and appropriate measures for establishing professional ethics are of great importance.

  11. Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships

    Science.gov (United States)

    Green, Monica M.

    2016-01-01

    There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge,…

  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. 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…

  14. 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…

  15. 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…

  16. 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 ...

  17. 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.

  18. 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…

  19. 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.

  20. 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…

  1. 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…

  2. 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 ...

  3. 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.

  4. 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…

  5. 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…

  6. 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,…

  7. 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,…

  8. 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…

  9. 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,…

  10. 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…

  11. 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.…

  12. 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.

  13. Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-5

    Science.gov (United States)

    National Center to Inform Policy and Practice in Special Education Professional Development, 2010

    2010-01-01

    Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community--the…

  14. 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.

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

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    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.

  16. 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

  17. 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…

  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 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....

  19. 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....

  20. 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...

  1. 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…

  2. 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, ...

  3. 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...

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Hidden Dimensions in the Professional Development of Mathematics Teachers

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    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

  10. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development....

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

    Directory of Open Access Journals (Sweden)

    Loyiso C Jita

    2014-06-01

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

  12. 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…

  13. 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…

  14. 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…

  15. Teachers Professionalism and The Challenge Of Education In A Global Era

    Directory of Open Access Journals (Sweden)

    Sudrajat Sudrajat

    2017-01-01

    Full Text Available Abstract:  The professional Attitude of a teacher is very necessary for the face of education in this global era. The task of the teacher is not only teaching but also educate, nurture, guide and shape the personality of the student. Mistakes teachers in understanding the profession will result in the shifting of the teacher function slowly. The relationship between teachers and students who need each other turns into a relationship of mutually indifferent, not blissful and boring. The professionalism of teachers is determined by behavior, will and capabilities on condition that Prime. Professionalisation should be viewed as a continuous process, so that the attitude and professional teachers actually formed in this process, pre-service education, educational upgrading, including in his coaching from professional organizations and the workplace, the society against the profession of teacher training, enforcement of the code of ethics of the profession, certification, improved quality of prospective teachers, rewards, etc collectively determine a person including professional development of teachers. This article presents an attempt discussion space for educators, prospective educators, and related parties in order to better understand, implement, and develop attitudes and behavior in the world of education through good example in mind, speech, and action. Keywords: Professional, Teacher, Education, Global Era

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

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

    Science.gov (United States)

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

    2018-01-01

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

  2. 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...

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

    Directory of Open Access Journals (Sweden)

    Mustafa Levent Ince

    2013-07-01

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

  4. 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.

  5. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    Science.gov (United States)

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

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

    Science.gov (United States)

    Avidov-Ungar, Orit

    2016-01-01

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

  7. 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…

  8. 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...

  9. 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.

  10. 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...

  11. 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.

  12. 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)…

  13. 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…

  14. 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.

  15. Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours

    Science.gov (United States)

    Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

    2017-01-01

    The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the…

  16. 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,…

  17. 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...

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.…

  7. Professional Development: The Teacher's Perspective

    Science.gov (United States)

    Brown, Julie Miller

    2013-01-01

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

  8. 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…

  9. 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.…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Professional learning communities: Teachers working collaboratively for continuous improvement

    Science.gov (United States)

    Griffith, Louise Ann

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary school. A 2-part formative assessment was conducted: an implementation evaluation to determine if PLC practices were in place and an evaluation to determine the PLC's progress towards meeting its goals. The PLC consisted of 6 4th grade and 5th grade teachers working to increase their science content and pedagogical knowledge. The foundation of this PLC was based in 4 areas of educational research and theory: constructivism, social learning, multiple intelligences, and differentiated instruction. Data were collected by means of interviews, participant observation, and analysis of artifacts. Data were then analyzed using an iterative set of phases: data reduction, data display, conclusion drawing and verification. The implementation evaluation showed that the PLC was in the developing stage. The progress evaluation showed that the PLC was making significant progress towards its goals of increased collaboration and pedagogical knowledge, but there was insufficient evidence to determine if participants' science content knowledge improved. An executive summary of the results and recommendations was presented to the stakeholders. The positive social change implications include knowledge useful for educators who are searching for direction in improving the quality of professional development offered to elementary teachers.

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

    Science.gov (United States)

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

    2017-02-01

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

  16. 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?...

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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'…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Paulson Stone, Rebecca

    2012-01-01

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

  13. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. The impact of school leaders as participants in teacher professional learning programs

    DEFF Research Database (Denmark)

    Hilton, Annette; Hilton, Geoff

    professional growth within the change environment in which the teacher works. These domains include the external domain (e.g., workshop input, professional reading, interaction with colleagues), personal change (e.g., attitudes, beliefs, knowledge), change to practice (e.g., planning, teaching strategies...... learning program aimed to enhance teaching of numeracy in the middle years through eight half-day workshops over a two-year period with further in-school support between the workshops. Additionally, the school leaders were invited to engage in the professional learning program as co...... educators, and designers of teacher professional learning.Clark, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967....

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2009-04-01

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

  1. 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…

  2. 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.

  3. 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

  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. 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.

  7. 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...

  8. 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…

  9. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different und......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development.......In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach...

  10. 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.

  11. Teacher Professional Development with SOFIA from Inception to Flight

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Nielsen, Birgitte Lund

    2012-01-01

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

  13. Use of WebQuest Design for Inservice Teacher Professional Development

    Science.gov (United States)

    Iskeceli-Tunc, Sinem; Oner, Diler

    2016-01-01

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

  14. Field-Based Professional Development of Teachers Engaged in Distance Education: Experiences from the Arctic

    Science.gov (United States)

    Veletsianos, George; Doering, Aaron; Henrickson, Jeni

    2012-01-01

    We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling,…

  15. 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

  16. 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.

  17. 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.

  18. 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...

  19. 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…

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

    Directory of Open Access Journals (Sweden)

    Eduardo Ravanal

    2016-12-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

  2. A mixed-methods study of mid-career science teachers: The growth of professional empowerment

    Science.gov (United States)

    Moreland, Amy Laphelia

    The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and ideally retained over time. In investigating the qualities of these teachers, I also constructed a new teaching trajectory model and tested the differences between mid-career and veteran science teachers. I analyzed seventy-eight surveys of mid-career science teachers across Texas, including six in-depth, interview-based case studies. The qualitative piece used behavior-over-time graphing combined with the interviews and the quantitative component used survey data from the Teacher Empowerment Survey (TES). Results indicated that science content knowledge gain through professional development opportunities was an especially important factor in supporting mid-career teachers' sense of empowerment. This increased content knowledge connected positively with the dimensions of decision-making, status, and impact. In a between-group analysis using a larger subset of TES data, I analyzed 254 surveys by conducting a nonparametric statistical test. A statistically significant difference was found between the two groups, in that mid-career science teachers had a lower sense of "status" than their more experienced counterparts (p empowerment. The study was situated within a broader scope of exploring how educational leaders and professional development providers can understand and support science teachers of varying experience levels. A well-designed and possibly differentiated professional development program could successfully connect with these kind of empowered and receptive mid-career science teachers, and thus increase the probability of implementing quality science education programs, content, and pedagogy into schools. The

  3. 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:…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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 ...

  11. 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)…

  12. 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

  13. 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

  14. 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.…

  15. 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…

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

    Science.gov (United States)

    Shabani, Karim

    2016-01-01

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

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

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

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

  18. Conceptualising Self-Generating Online Teacher Professional Development

    Science.gov (United States)

    Prestridge, Sarah

    2017-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    2014-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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,…

  7. 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…

  8. 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…

  9. 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…

  10. Including a learner with physical disabilities: stressful for teachers?

    Directory of Open Access Journals (Sweden)

    I. Eloff

    2002-08-01

    Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

  11. 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 ...

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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.…

  20. 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…

  1. 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…

  2. "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…

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

    Science.gov (United States)

    Kiehl, Melissa Lynn

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

  4. 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

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

    Science.gov (United States)

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

    2014-07-01

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

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Professional development of teachers: Critical success factors

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2005-07-01

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

  13. 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.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2010-08-01

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

  16. Scaling Professional Problems of Teachers in Turkey with Paired Comparison Method

    Directory of Open Access Journals (Sweden)

    Yasemin Duygu ESEN

    2017-03-01

    Full Text Available In this study, teachers’ professional problems was investigated and the significance level of them was measured with the paired comparison method. The study was carried out in survey model. The study group consisted of 484 teachers working in public schools which are accredited by Ministry of National Education (MEB in Turkey. “The Teacher Professional Problems Survey” developed by the researchers was used as a data collection tool. In data analysis , the scaling method with the third conditional equation of Thurstone’s law of comparative judgement was used. According to the results of study, the teachers’ professional problems include teacher training and the quality of teacher, employee rights and financial problems, decrease of professional reputation, the problems with MEB policies, the problems with union activities, workload, the problems with administration in school, physical conditions and the lack of infrastructure, the problems with parents, the problems with students. According to teachers, the most significant problem is MEB educational policies. This is followed by decrease of professional reputation, physical conditions and the lack of infrastructure, the problems with students, employee rights and financial problems, the problems with administration in school, teacher training and the quality of teacher, the problems with parents, workload, and the problems with union activities. When teachers’ professional problems were analyzed seniority variable, there was little difference in scale values. While the teachers with 0-10 years experience consider decrease of professional reputation as the most important problem, the teachers with 11-45 years experience put the problems with MEB policies at the first place.

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

    Science.gov (United States)

    Minuskin, Sondra

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

  18. 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

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

    Science.gov (United States)

    Gargus, Gerald Vincent

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

  20. 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 ...

  1. 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 ...

  2. 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 ...

  3. (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…

  4. 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,…

  5. Should LSP Dictionaries also Include Professional Jargon and Slang?

    African Journals Online (AJOL)

    The paper discusses the question whether an LSP dictionary should take the sociolinguistic stratification of the entire speech community in a particular domain of activity into consideration, and as a consequence, also encompass vocabulary on the lower stylistic levels, such as professional jargon and occupational slang in ...

  6. 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.

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

    Directory of Open Access Journals (Sweden)

    David Lustick

    2006-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

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

  9. 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…

  10. 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…

  11. 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

  12. 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.

  13. 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.

  14. Health professionals for global health: include dental personnel upfront!

    Science.gov (United States)

    Preet, Raman

    2013-07-16

    The Global Health Beyond 2015 was organized in Stockholm in April 2013, which was announced as public engagement and where the dialogue focused on three main themes: social determinants of health, climate change and the non-communicable diseases. This event provided opportunity for both students and health professionals to interact and brainstorm ideas to be formalized into Stockholm Declaration on Global Health. Amongst the active participation of various health professionals, one that was found significantly missing was that of oral health. Keeping this as background in this debate, a case for inclusion of oral health professions is presented by organizing the argument in four areas: education, evidence base, political will and context and what each one offers at a time when Scandinavia is repositioning itself in global health.

  15. 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.

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

    Science.gov (United States)

    Rostock, Roseanne

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

  17. 34 CFR 263.4 - What training costs may a Professional Development program include?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

  18. 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…

  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. 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…

  4. 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

  5. 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...

  6. Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

    Science.gov (United States)

    Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

    2013-09-01

    Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

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

    Science.gov (United States)

    Dailey, Deborah D.

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

  8. Declining Enrollment and the Professional Colleagueship of Teachers.

    Science.gov (United States)

    Phelan, William T.

    A study explored teacher responses to prevailing staff reduction criteria and procedures during a period of widespread layoffs. Questions asked by researchers included: (1) If performance evaluations are used, will teachers seek participation in staff employment and assessment decisions? and (2) Will teachers pressure administrators to apply…

  9. 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…

  10. 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 ...

  11. 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 ...

  12. 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…

  13. 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...

  14. 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...

  15. 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

  16. DISTANCE LEARNING TECHNOLOGIES IN FORMATION OF PROFESSIONAL TRAINING OF FUTURE ENGLISH TEACHERS

    Directory of Open Access Journals (Sweden)

    Оlga Gnedkova

    2016-12-01

    Full Text Available Due to the global informatization of society and the process of involving information and communication technologies (ICT in all areas of human activity, including the educational process of high school raise the problem of new model construction of process of future highly qualified and competitive professionals training. In conditions of Ukraine integration into the European educational space, the significant changes in professional training of teachers in higher education institutions are taken place. ICT and distance learning technologies are implemented in learning process. However, this process causes many difficulties in students and teachers, for example, the lack of guidance on the implementation of ICT and distance learning technologies in the learning process and not enough formed skills and abilities of teachers and students to use ICT and distance learning technologies in professional activity. These problems negatively affect on the quality of future specialists training, including teachers of foreign language (English. To increase the quality of English teachers training there is a need to introduce distance learning technologies in language learning process, at study the discipline “Practical English Course”. On the base of analysis of psychological and educational literature in future English teachers training, the results of international studies and methodological literature of distance learning the practical implementation of distance learning technologies in educational process of training of English teachers of Kherson State University was presented

  17. 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.

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

    Science.gov (United States)

    Schuster, Dwight A.

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

  19. 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.

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

    Science.gov (United States)

    Nordh, Camilla S.

    2011-12-01

    School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

  9. 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...

  10. Teaching in the Field: What Teacher Professional Life Histories Tell About How They Learn to Teach in the Outdoor Learning Environment

    Science.gov (United States)

    Feille, Kelly K.

    2017-06-01

    This research investigates the professional life histories of upper elementary science teachers who were identified as effective both within the classroom and in the outdoor learning environment (OLE). The narratives of five teachers, collected through semistructured and open-ended interviews, provided the data for the study. Professional life histories were constructed for each teacher participant and an analysis of the teacher narratives identified the themes of teacher development across the voices of the participants. Narrative reasoning was used to unify those themes into a hypothetical professional life history as reported in this manuscript. Implications of this research can be realized for stakeholders in the preparation of pre-service teachers as well as the development of in-service teachers. Future research regarding the early induction years of new teachers, impacts of inclusion of the OLE in pre-service teacher instruction, and teacher experiences regarding professional development relating to efforts to include the OLE in formal education should be investigated.

  11. 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…

  12. 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…

  13. 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…

  14. 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,…

  15. 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 ...

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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.

  6. 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…

  7. 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

  8. 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…

  9. 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…

  10. 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.

  11. Native and Non-native English Teachers' Perceptions of their Professional Identity: Convergent or Divergent?

    Directory of Open Access Journals (Sweden)

    Zia Tajeddin

    2016-10-01

    Full Text Available There is still a preference for native speaker teachers in the language teaching profession, which is supposed to influence the self-perceptions of native and nonnative teachers. However, the status of English as a globalized language is changing the legitimacy of native/nonnative teacher dichotomy. This study sought to investigate native and nonnative English-speaking teachers’ perceptions about native and nonnative teachers’ status and the advantages and disadvantages of being a native or nonnative teacher. Data were collected by means of a questionnaire and a semi-structured interview. A total of 200 native and nonnative teachers of English from the UK and the US, i.e. the inner circle, and Turkey and Iran, the expanding circle, participated in this study. A significant majority of nonnative teachers believed that native speaker teachers have better speaking proficiency, better pronunciation, and greater self-confidence. The findings also showed nonnative teachers’ lack of self-confidence and awareness of their role and status compared with native-speaker teachers, which could be the result of existing inequities between native and nonnative English-speaking teachers in ELT. The findings also revealed that native teachers disagreed more strongly with the concept of native teachers’ superiority over nonnative teachers. Native teachers argued that nonnative teachers have a good understanding of teaching methodology whereas native teachers are more competent in correct language. It can be concluded that teacher education programs in the expanding-circle countries should include materials for teachers to raise their awareness of their own professional status and role and to remove their misconception about native speaker fallacy.

  12. 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.

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

    Science.gov (United States)

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

    2014-03-01

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

  14. Improving the professionalism of post-certification teacher through academic supervision in vocational schools

    Science.gov (United States)

    Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

    2017-03-01

    This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

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

    Science.gov (United States)

    Furman Shaharabani, Yael; Tal, Tali

    2017-10-01

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

  16. Communities of practice: Participation patterns and professional impact for high school mathematics and science teachers

    Science.gov (United States)

    Printy, Susan M.

    Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide

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

    Science.gov (United States)

    Jetha, Farah; Boschma, Geertje; Clauson, Marion

    2016-02-26

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

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

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

  19. 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.

  20. 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.

  1. 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.

  2. 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…

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

    Science.gov (United States)

    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…

  4. 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

  5. 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…

  6. 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…

  7. 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…

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

    Science.gov (United States)

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

    2017-01-01

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

  9. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  10. Physical Education Teachers' Professionalization: A Review of Occupational Power and Professional Control

    Science.gov (United States)

    Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

    2011-01-01

    This article reviews research on physical education (PE) teachers' professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical…

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

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Suzana Maria Coelho

    2008-09-01

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

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

    OpenAIRE

    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 t...

  14. Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

    Science.gov (United States)

    Watters, James J.; Diezmann, Carmel M.

    2015-03-01

    Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

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

    Science.gov (United States)

    Cooper, Calvin H., Jr.

    2014-01-01

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

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

    NARCIS (Netherlands)

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

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

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

    NARCIS (Netherlands)

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

    2008-01-01

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

  18. Teacher Agency and Professional Learning Communities; What Can Learning Rounds in Scotland Teach Us?

    Science.gov (United States)

    Philpott, Carey; Oates, Catriona

    2017-01-01

    Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities…

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

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

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

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

    Science.gov (United States)

    Lowery Bretz, Stacey

    2002-11-01

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

  1. Professional Satisfaction of Secondary Education Teachers: The Case of Greece

    Directory of Open Access Journals (Sweden)

    Konstantina Koutrouba

    2017-04-01

    Full Text Available The present questionnaire-based study examines 379 Greek teachers’ perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students’ expectations and cooperate with parents and the school administration, thirdly, are supported by colleagues and educational services and, fourthly, share experiences in a collegial atmosphere. Job dissatisfaction, on the contrary, is reported to derive firstly from Curricula restrictions, secondly from a lack of specialized knowledge about teaching, and thirdly from the lack of a reliable assessment procedure.

  2. Critical issues in educational innovation and teachers' professional profile

    Directory of Open Access Journals (Sweden)

    Francesca Oddone

    2015-10-01

    Full Text Available Recent studies carried out at national and international levels indicate that ICT use in the Italian school system is lagging in a number of ways. Observation of the situation in lower secondary schools has prompted us to conduct an investigation focusing on three different areas: teachers’ knowledge and use of technology, sharing of contents and processes, and the adoption of collaborative strategies for learning and teaching. This paper combines the quantitative data collected from different research studies into digital technologies in the Italian school system with the results of a survey we conducted into the professional profile of teachers in the Liguria region. The aim is to reveal the actual level of technology usage and to bring to light critical issues involved. This ultimate goal of this undertaking is to support the sharing and uptake of innovative practices through teacher-centred professional development that promotes inclusive education.

  3. International classroom teachers in need of professional development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

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

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

    Science.gov (United States)

    Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

    2016-01-01

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

  5. Mainstream teachers about including deaf or hard of hearing students

    NARCIS (Netherlands)

    Vermeulen, J.A.; Denessen, E.J.P.G.; Knoors, H.E.T.

    2012-01-01

    This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to

  6. Including the gifted learner: perceptions of South African teachers ...

    African Journals Online (AJOL)

    We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1–3) in public primary ...

  7. Professional Training of Foreign Languages Teachers in Austria

    OpenAIRE

    Byndas Olena

    2014-01-01

    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,...

  8. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers.

    Science.gov (United States)

    MacLeod, Anna; Kits, Olga; Mann, Karen; Tummons, Jonathan; Wilson, Keith W

    2017-08-01

    Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the context significantly, not only for learners, but also for other important members of the educational community including audiovisual professionals, administrative professionals and faculty teachers. Based on a three-year ethnographic study, we provide a detailed account of how alliances between various workers involved in DME develop to produce and deliver an undergraduate medical curriculum across geographically separate campuses. We explore the question 'What is the work involved in the delivery of a DME program?' and cast a critical gaze on the essential but invisible, and therefore potentially unrecognized and underappreciated, contributions of AV professionals, administrative professionals, and faculty teachers. Our goal is to make visible the complexity of DME, including the essential contributions of these workers. The study was theoretically framed in sociomateriality and conceptually framed in Star and Strauss' notion of articulation work.

  9. The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

    Science.gov (United States)

    Gaudreault, Karen Lux; Woods, Amelia Mays

    2012-01-01

    The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

  10. Guide Student Study. Second Edition. Module C-6 of Category C--Instructional Execution. Professional Teacher Education Module Series.

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This module on guiding student study is one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers. Addressed in the three learning experiences included in the module are making student assignments (in-class study assignments, independent study projects, and…

  11. The Opinions of the Teacher Candidates Who Attended the Pedagogical Formation Certificate Programme for the Professional Competency of Instructors

    Science.gov (United States)

    Sahin, Mehmet

    2013-01-01

    The main purpose of this study was to determine the opinions of the teacher candidates who attend the pedagogical formation certificate programme for the professional competency of instructors. The method of the research is a descriptive survey based on scanning. The study group included the teacher candidates who attend the pedagogical formation…

  12. iPads and Teacher Education: Exploring a 1:1 Initiative in a Professional Development School Partnership

    Science.gov (United States)

    Mourlam, Daniel J.; Montgomery, Sarah E.

    2015-01-01

    This study explores the experiences of elementary education teacher candidates in a Professional Development School Partnership that included a 1:1 iPad initiative. The teacher candidates in the year-long cohort were each given their own iPad to use in their coursework and field experience. Observation, survey, and interview data were collected to…

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

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

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

  14. Digital Portfolio: a Strategy for Teachers Professional Development

    Directory of Open Access Journals (Sweden)

    R. Jans

    2008-03-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  16. Differentiated Levels of Teacher Qualifications and the Structure of the Professional Teacher Standards

    Directory of Open Access Journals (Sweden)

    Zabrodin Yu.M.,

    2016-07-01

    Full Text Available This article discusses and analyzes the questions effect of professional standards for the preparation and development of professional resources, world experience in the development and implementation of professional standards, typical problems and necessary conditions for increasing the efficiency of the development and implementation of professional standards. The formation of labor functions of teaching staff requirements, taking into account the differentiated c skill levels are formulated in the study. Formulated requirements extend requirements for the qualification of workers which are determined with the Russian Ministry of Labor-specific professional activity types. The study proposed options for the construction of the structure of job functions of the professional teacher standard that correspond differentiated levels of staff qualifications.

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

    Rotermund, Susan; DeRoche, John; Ottem, Randolph

    2017-01-01

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

  20. Engagement with a Teaching Career--How a Group of Finnish University Teachers Experience Teacher Identity and Professional Growth

    Science.gov (United States)

    Korhonen, Vesa; Törmä, Sirpa

    2016-01-01

    The aim of this qualitative study was to identify teachers' ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing…

  1. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers

    Science.gov (United States)

    Hoard, Althea B.

    According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and oppressive structures that hinder the success of Students of Color in science classrooms. At its core, teachers lack this awareness due to incomplete understanding of the ways identity markers, such as race, gender, and socioeconomic status, work together to shape one's coming into, understanding of, and success in the sciences. To this end, this case study features four science teachers of diverse backgrounds who engaged in a book club structured to support their understanding of their intersectionality and their identity development. These four science teachers met as a science department to engage with the text Black Feminist Thought (BFT) (Collins, 2009) and other critical texts over a six-month period at a New York City, charter high school. The findings revealed the ways racial stereotypes, propagated by many factors--including images of scientists, relationships with teachers, and expectations of peers and family--influenced their coming into and understanding of science. Additionally, the findings show the ways teachers discovered their intersectionality--particularly the interplay of their race and gender--influenced their approaches to teaching science. As teachers learned about the multidimensionality of their positional identities, they became aware of discriminatory structures of power that disadvantage their Black female science students and reported implementing more student-centered pedagogical practices. Altogether, this study offers a professional development model for building critical consciousness with inservice secondary science teachers.

  2. Lesson study: Professional development and its impact on science teacher self-efficacy

    Science.gov (United States)

    Roberts, Megan Rae

    This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

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

    Science.gov (United States)

    Kaden, Ute

    2007-12-01

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

  4. English Language Teachers' Professional Development and Identities (Identidad y desarrollo profesional de docentes de inglés)

    Science.gov (United States)

    Mora, Alberto; Trejo, Paulina; Roux, Ruth

    2014-01-01

    This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use…

  5. Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

    Science.gov (United States)

    Lee, Okhee; Adamson, Karen; Maerten-Rivera, Jaime; Lewis, Scott; Thornton, Constance; Leroy, Kathryn

    2008-02-01

    Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

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

  7. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  8. The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

    Science.gov (United States)

    Zhao, Hongyu; Zhang, Xiaohui

    2017-01-01

    The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

  9. Elementary teachers' perceptions of science inquiry and professional development challenges and opportunities

    Science.gov (United States)

    Jones, Kathleen M.

    Inquiry science, including a focus on evidence-based discourse, is essential to spark interest in science education in the early grades and maintain that interest throughout children's schooling. The researcher was interested in two broad areas: inquiry science in the elementary classroom and the need/desire for professional development opportunities for elementary teachers related to science education, and specifically professional development focused on inquiry science. A cross sectional survey design was prepared and distributed in May 2005 and usable responses were received from 228 elementary teachers from the south-central area of Pennsylvania which was a representative sample of socio-economical and geographical factors. Areas of particular interest in the results section include: (1) The use of Science Kits which is popular, but may not have the desired impact since they are "adjusted" by teachers often removing the opportunity for evidence-based discourse by the students. This may be partly based on the lack of time dedicated to science instruction and, secondly, the teachers' lack of comfort with the science topics. Another issue arising from science kits is the amount of preparation time required to utilize them. (2) Teachers demonstrated understanding of the high qualities of professional development but, when it came to science content professional development, they were more inclined to opt for short-term opportunities as opposed to long-term learning opportunities. Since elementary teachers are generalists and most schools are not focusing on science, the lack of attention to a subject where they are least comfortable is understandable, but disappointing. (3) There is a great need for more training in evidence--based discourse so teachers can implement this needed skill and increase students' understanding of science content so they are more able to compete in the international science and math measurements. (4) Professional development, especially

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

    Science.gov (United States)

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

    2017-01-01

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

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

    NARCIS (Netherlands)

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

    2017-01-01

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

  12. Identity in Activity: Examining Teacher Professional Identity Formation in the Paired-Placement of Student Teachers

    Science.gov (United States)

    Dang, Thi Kim Anh

    2013-01-01

    This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and "perezhivanie", to identify the factors driving the intricate learning process. Opportunities…

  13. Practicalising Theoretical Knowledge in Student Teachers' Professional Learning in Initial Teacher Education

    Science.gov (United States)

    Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N.

    2012-01-01

    This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find…

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

    Science.gov (United States)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

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

  15. Perceptions of Early Childhood Education Professionals on Teacher Leadership in Finland

    Science.gov (United States)

    Heikka, Johanna; Halttunen, Leena; Waniganayake, Manjula

    2018-01-01

    This study investigated perceptions of early childhood education (ECE) professionals employed at three ECE centres on teacher leadership enactment in Finland. These professionals comprised childcare nurses, teachers and ECE centre directors. Theoretically, the study was anchored on an analysis of teacher leadership and distributed leadership…

  16. Professional Learning Orientations: Patterns of Dissonance and Alignment between Teachers' Values and Practices

    Science.gov (United States)

    Pedder, David; Opfer, V. Darleen

    2013-01-01

    Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. However, the Teaching and Learning International Survey reports that teachers' professional development in most countries falls short of meeting the needs of…

  17. Examining the Relationships between Primary School Principals' Power Styles and Teachers' Professional Behaviors

    Science.gov (United States)

    Kosar, Serkan; Kilinç, Ali Çagatay; Er, Emre; Ögdem, Zeki; Savas, Gökhan

    2014-01-01

    The purpose of this study was to examine the relationship between primary school principals' power styles and teacher professionalism. A total of 264 teachers employed in 10 primary schools in Kastamonu, Turkey, participated in this study. Kosar's (2008) "Power Styles Scale,"and the "Teacher Professionalism Scale"--originally…

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

    Science.gov (United States)

    Poekert, Philip E.

    2012-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  20. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    Science.gov (United States)

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Wallace, Marjorie R.

    2009-01-01

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

  3. The Importance of Environment for Teacher Professional Learning in Malta and Scotland

    Science.gov (United States)

    Attard Tonna, Michelle; Shanks, Rachel

    2017-01-01

    Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the…

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

    Science.gov (United States)

    Pellegrino, Kristen

    2011-01-01

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

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  6. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-06-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers.

  7. Evaluation of Professional Self-esteem among EFL Teachers and Students at Mevlana University

    Directory of Open Access Journals (Sweden)

    Ebrahim KHEZERLOU

    2014-12-01

    Full Text Available Abstract Self-esteem is generally defined as a global self-evaluation. It indicates the extent to which an individual believes the self to be capable, significant, successful and worthy (Rosse et al., 1991; Leary and McDonald, 2003. The study generally aims at measuring and correlating professional self-esteem perceptions of ELT professors (N = 6 and prospective EFL teachers (N = 79 at Mevlana University for diagnosing the pedagogical problems. Four professional self-esteem scales, each including 16 items, were developed to measure the participants’ self-esteem perceptions in the five areas of (a satisfaction, (b knowledge development, (c practice, (d adaptation, and (e communication. The average internal consistency reliability of the four scales was r = 0.86. The findings revealed that there were statistically significant differences between the socio-demographic variables of Gender and Student-class and Student Self-report Self-esteem and between the socio-demographic variable of Student-class and Teacher Student-report Self-esteem. Moreover, they demonstrated slight positive correlation between Teacher Self-report Self-esteem and Teacher Student-report Self-esteem and moderate negative correlation between Student Self-report Self-esteem and Student Teacher-report Self-esteem. Finally, the regression findings showed that Student Self-report Self-esteem was better predicted by the Practice dimension, while Student Teacher-report Self-esteem by the development dimension.

  8. The Professionalism Assessment of Clinical Teachers (PACT): the reliability and validity of a novel tool to evaluate professional and clinical teaching behaviors.

    Science.gov (United States)

    Young, Meredith E; Cruess, Sylvia R; Cruess, Richard L; Steinert, Yvonne

    2014-03-01

    Physicians function as clinicians, teachers, and role models within the clinical environment. Negative learning environments have been shown to be due to many factors, including the presence of unprofessional behaviors among clinical teachers. Reliable and valid assessments of clinical teacher performance, including professional behaviors, may provide a foundation for evidence-based feedback to clinical teachers, enable targeted remediation or recognition, and help to improve the learning environment. However, few tools exist for the evaluation of clinical teachers that include a focus on both professional and clinical teaching behaviors. The Professionalism Assessment of Clinical Teachers (PACT) was developed and implemented at one Canadian institution and was assessed for evidence of reliability and validity. Following each clerkship rotation, students in the 2009-2010 third-year undergraduate clerkship cohort (n = 178) anonymously evaluated a minimum of two clinical teachers using the PACT. 4,715 forms on 567 faculty members were completed. Reliability, validity, and free text comments (present in 45 % of the forms) were examined. An average of 8.6 PACT forms were completed per faculty (range 1-60), with a reliability of 0.31 for 2.9 forms (harmonic mean); 12 forms were necessary for a reliability of 0.65. Global evaluations of teachers aligned with ratings of free-text comments (r = 0.77, p performance related negatively with variability of performance (r = -0.72, p performance. The PACT is a moderately reliable tool for the assessment of professional behaviors of clinical teachers, with evidence supporting its validity.

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

    Science.gov (United States)

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

    2016-04-14

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

  10. The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

    Science.gov (United States)

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2016-01-01

    The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

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

    Science.gov (United States)

    Bellibas, Mehmet Sukru; Gumus, Emine

    2016-01-01

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

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

    Science.gov (United States)

    Ferreira, Maria Madalena

    2015-01-01

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

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

    Science.gov (United States)

    Thurlings, Marieke; den Brok, Perry

    2017-01-01

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

  14. A Mixed-Methods Study of Mid-Career Science Teachers: The Growth of Professional Empowerment

    Science.gov (United States)

    Moreland, Amy Laphelia

    2011-01-01

    The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and…

  15. The CLIL Pedagogical Approach - Challenges for the Professional Development of Foreign Language Teachers of Young Learners

    Directory of Open Access Journals (Sweden)

    Katica Pevec Semec

    2015-05-01

    Full Text Available In this paper we are interested in knowing which options teachers attribute to CLIL providers, including modern didactic concepts of teaching and learning foreign languages, which are also based on the curriculum for foreign languages in the 2nd and 3rd grade of primary school. In doing so, we will rely on the key elements of the CLIL didactic concept by Coyle, which reflect multi-dimensionality. The multi-dimensional element of CLIL is a newly added value to teacher professional development in the project Drei Hände - Three hands - Tre mani. In this study, we found that among the 4 elements of CLIL represented, the strongest element was that of language (communication and the least represented element was that of culture. Among the collective capabilities of teachers who implement CLIL, the ability to „learn to do” was represented most frequently. Key words: competences of teachers, CLIL, elementary school, multidimensionality

  16. Science teachers' meaning-making of teaching practice, collaboration and professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... international research and 3) a research methodological perspective: to adapt, and discuss the use of a specific tool for analysis and representation of the teachers’ meaning-making. A mixed method approach is taken: The empirical research includes a cohort-survey of graduating science teachers repeated...... in their 2nd year in practice, and two case studies, where one examines the meaning-making of teachers from a science team collaboratively inquiring into video and other artifacts from local classrooms, the other the meaning-making of a group of 4th year student teachers involved in collaborative video...

  17. Developmental Potential of Professional Test as a Method of Training Future Teachers

    Directory of Open Access Journals (Sweden)

    Neumoeva-Kolchedantseva E.V.

    2018-01-01

    Full Text Available The article is devoted to studying the developmental perspectives of the method of professional test. It offers an understanding of the professional test as a method of «locally immersing» students in professional activities at the stage of university training. It also describes an experience of evaluating professional tests aimed at mastering work actions defined in the professional standard for teachers. The article examines research data on the impact of the professional test on the development of professional competencies (work actions in future teachers. The research involved 50 third- and fourth-year students of the Tyumen State University majoring in «Teacher Education» («Primary School Education».The results confirm the positive dynamics of work actions after the completion of professional tests, which points to the developmental potential of the professional test as a method of training future teachers.

  18. K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

    Science.gov (United States)

    Schwerin, T. G.; Blaney, L.; Myers, R. J.

    2011-12-01

    This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

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

    Science.gov (United States)

    McCullagh, John F.

    2012-03-01

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

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

    Science.gov (United States)

    Lewis, Elizabeth Blake

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

  1. Teacher E-Professionalism: An Examination of Western Canadian Pre-Service Teachers' Perceptions, Attitudes, and Facebook Behaviours

    Science.gov (United States)

    Poth, Cheryl; McCallum, Kendra; Tang, Wei

    2016-01-01

    This study addresses the pressing need for attending to teacher e-professionalism, that is, the appropriate application of information and communication strategies when using digital media. The authors examine data patterns related to 113 pre-service teachers' perceptions of e-professionalism, attitudes towards existing technology-related…

  2. Arts Integration as Potentiality for Professional Development for Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup; McCandless, Peggy

    2013-01-01

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

  3. Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?

    Science.gov (United States)

    van Zee, Emily H.

    2009-12-01

    In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.

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

    Science.gov (United States)

    Li, Yi

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

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

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

    Science.gov (United States)

    Hunzicker, Jana

    2012-01-01

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

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

    Science.gov (United States)

    Abu-Shreah, Mohammad; Zidan, Hiam

    2017-01-01

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

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

    Science.gov (United States)

    Maskit, Ditza

    2011-01-01

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

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

    CERN Document Server

    Van Dusen, Ben

    2012-01-01

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

  12. Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

    Science.gov (United States)

    Deloney, Dericka B.

    The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

  13. Spiritual culture of a teacher as a part of his professional culture.

    Directory of Open Access Journals (Sweden)

    Timoshchuk А.V.

    2011-08-01

    Full Text Available The essence of professional and spiritual culture of a teacher is described, the theoretical aspects of these concepts and the relation between them are characterized; the tasks of the formation of spiritual culture of a future teacher during professional training and the basic requirements for the profession are identified. It is indicated that professional training of a future teacher with a focus on spiritual development is the prerequisite for effective educational activities.

  14. Professional self-assessment of future health basics teachers as professionally important quality

    Directory of Open Access Journals (Sweden)

    A.V. Radchenko

    2015-12-01

    Full Text Available Purpose: to theoretically substantiate and experimentally test professional self-assessment of future health basics teachers as professionally important quality. Material: 152 students participated in experiment. Results: assessment of images “I am real”, “I am student” and I am future professional” is rather high in most of students. The strength of these three images was assessed also approximately equally. But portion of average marks in indicator of image strength is much higher than in indicator of mark. Activity of three images differs a little and has significant quantity of average and high marks. Analysis of three main images’ wholeness witnesses that students’ self assessment is rather holistic. With it image “I am future professional” is formed on the base of image “I am student”. Dynamic of images’ self assessment witnesses that increasing of assessment and respect to image “I am future professional” depend on year of studying. Besides, assessment of strength and activity of this image also increases. Conclusions: in the process of studying students are oriented on professional formation as well as on formation of professionally important qualities, revelation of potential for self realization in the future. It was found that responsible attitude to professional functioning, future relations with children depend on self-assessment of formation.

  15. Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

    Science.gov (United States)

    Kao, Chia-Pin; Tsai, Chin-Chung

    2009-01-01

    This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

  16. STOCHASTIC COMPONENT OF PROFESSIONAL EDUCATION FOR FUTURE MATHEMATICS AND COMPUTER SCIENCE TEACHERS

    OpenAIRE

    S. P. GRUSHEVSKIY; E. V. Knyazeva

    2016-01-01

    The article introduces a context line of practiceoriented educational course that includes such disciplines as “Probability Theory and Mathematical Statistics”, “Mathematical methods in Pedagogical Sciences and Psychology”, “Mathematical methods in Social Studies and Humanities", "Probabilistic Models", for perception of basic concepts of Probability Theory and methods of stochastic modeling in professional education for future teachers of Mathematics and Computer Science. Context line of edu...

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

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

  19. Exploring Teachers' Beliefs about Teacher Learning in Professional Learning Communities and Their Influence on Collegial Activities in Two Departments

    Science.gov (United States)

    Tam, Angela Choi Fung

    2015-01-01

    Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers' beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers' beliefs about teacher learning in PLCs and their influence on collegial learning…

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

    Science.gov (United States)

    White, Kelley Mayer

    2016-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Yow, Jan A.; Lotter, Christine

    2016-01-01

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

  3. Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience.

    Science.gov (United States)

    Kraft, Matthew A; Papay, John P

    2014-12-01

    Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years.

  4. 21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

    Science.gov (United States)

    Myers, R. J.; Schwerin, T. G.; Blaney, L.

    2011-12-01

    Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st

  5. Developmental Potential of Professional Test as a Method of Training Future Teachers

    OpenAIRE

    Neumoeva-Kolchedantseva E.V.

    2018-01-01

    The article is devoted to studying the developmental perspectives of the method of professional test. It offers an understanding of the professional test as a method of «locally immersing» students in professional activities at the stage of university training. It also describes an experience of evaluating professional tests aimed at mastering work actions defined in the professional standard for teachers. The article examines research data on the impact of the professional test on the develo...

  6. Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity

    OpenAIRE

    Xin-qiang Wang; Jun-cheng Zhu; Lu Liu; Xiang-yu Chen

    2017-01-01

    Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants wit...

  7. Perceptions of Special Education Teachers' Professional Learning Experiences in Arkansas

    Science.gov (United States)

    Rose-Greer, Paula

    2017-01-01

    Professional learning is gaining credence as a best practice for staff development. The change in terms from professional training to professional development may be an improvement; however, responding to the needs of the learners to support a teacher's need to learn themselves requires professional "learning" (Easton, 2008). Studies are…

  8. Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

    Science.gov (United States)

    Kallery, Maria

    2017-04-01

    In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

  9. Supporting Teachers Personally and Professionally in Challenging Environments

    Directory of Open Access Journals (Sweden)

    Jean McNiff

    2010-01-01

    Full Text Available In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet rewarding work is conducted within contexts of economic, historical and social change and challenge. I also explain how I conduct my own action research, which is about finding ways to encourage teachers to think critically and reflectively about what they are doing, and specifically to engage with questions of the kind, ‘How do I improve my practice?’ (Whitehead,1989. Through engaging with these kinds of questions, teachers can position themselves as having the authority to take control of and make discerning judgements about their practices, as they seek to exercise educational influence in their own learning and in the learning of others

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

    Science.gov (United States)

    Patahuddin, Sitti Maesuri

    2013-12-01

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

  11. Motivation of Professional Choice as a Component of Professional Subjectness in Teachers

    Directory of Open Access Journals (Sweden)

    Budnikova S.P.,

    2017-11-01

    Full Text Available The paper addresses the issue of factors that define the choice of university and future profession in prospective students of the Tula State Lev Tolstoy Pedagogical University. The motives of professional choice are essential when it comes to analyzing the conditions of development of professional subjectness. Our study involved 62% of all first-year students and 85% of first-year students of pedagogical departments. We used our specially developed questionnaire “Motives of University Choice” and a set of others, such as V.G. Katashev’s “Technique for Measuring Learning Motivation in Students” and K. Zamfir’s “Work Motivation Technique” (modified by A.A. Rean. The outcomes show that most students make choices basing on their emotional attitude to the professional sphere which is generally positive. Also, it was revealed that important inner and outer positive motives prevail in most future teachers. The paper states that it is necessary to find the universal criteria which could help predict successful self-actualisation in profession in individuals during their study at university and thus help reveal the mechanisms for managing this process. Finally, we suggest some possible forms promoting professional self-orientation at university.

  12. Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

    Science.gov (United States)

    Ni, Lijun

    Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

  13. The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

    Science.gov (United States)

    Costello, Marsha; Costello, David

    2016-01-01

    This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use,…

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

    Science.gov (United States)

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

    2017-01-01

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

  15. Teacher Professional Development for Teaching Astronomy at the High School Level

    Science.gov (United States)

    Limaye, S. S.; Harris, W. M.; Sanders, W. T.; Wachtel, L.

    2002-09-01

    In most Wisconsin High Schools, Astronomy has not been offered as a course, and only a few have after-school Astronomy clubs. With the recent publication of the National and Wisconsin Science Education Standards, many school districts are adopting their own detailed standards and modifying curricula by introducing Space Science content. Such districts face several challenges, the major hurdle being finding teachers who are able to teach the new content. At the high school level, there is thus a growing need in Wisconsin for developing a cadre of teachers who have at least some content background in basic Astronomy and Space Science concepts and themes. This need was further highlighted by the relative lack of use of a recently constructed remotely operable observatory by the Madison Metropolitan School District (MMSD), despite having held training workshops in the use of the facility. Simply creating the observatory was not enough as the teachers struggled with its incorporation in the curriculum for lack of adequate background knowledge. With a view towards providing professional development in space science, we have begun a new effort that includes a summer workshop as well as hands-on experiencing astronomical observing for a select group of teachers. The workshop included presentations by scientists on topics relevant to a candidate high school space science curriculum and opportunities for teachers to share their ideas and proposed plans for implementing the space science content by developing curriculum units. The teachers toured several professional and amateur observatories in the vicinity of Madison, including MMSD's remote observatory, which they are likely to use in the coming academic year. The effort will continue for the next two years with periodic group meetings as well as another workshop next summer. This effort has been supported by NASA/IDEAS Grant HSD-ED-90244.01 and by WINNERSS, a Wisconsin Idea Program funded by the University of Wisconsin-Madison.

  16. Teachers' professional development in a community: A study of the central actors, their networks and web-based learning

    Directory of Open Access Journals (Sweden)

    Jiri Lallimo

    2008-07-01

    Full Text Available The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community.According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices.On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher

  17. iSTEM Summer Institute: An Integrated Approach to Teacher Professional Development inSTEM

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2012-04-01

    The importance of STEM education to our national prosperity and global competitiveness was recently reinforced by the Obama administration support for Change the Equation. Change the Equation is a multi-entity initiative formed in response to the rapidly increasing demand for STEM related careers and the potential lack of preparation by many Americans to be employed in these positions. To address the issue many are calling for increased emphasis on K-12 STEM education, as early preparation in STEM provides the foundation essential for further learning and competencies (National Research Council, 2007). Achieving and sustaining depth and breadth of K-12 STEM education is inextricably linked to ongoing professional development of K-12 educators. The need for teacher continuing education in STEM education and the link between teacher effectiveness and student preparation in STEM was the impetus behind our i- STEM professional development summer institute. The i-STEM initiative is a collaborative effort between business, industry, government, K-12, and higher education. Although the organization is working on a number of projects, including policy, research, communication, and collaborations, the i-STEM group has directed significant resources toward K-12 educator professional development opportunities in STEM. Our report focuses on the structure and impact of the intensive four-day i-STEM residential professional development institute which we designed to increase the capacity of grade 4-9 teachers to teach STEM content. We structured the summer institute using the outcome of a survey we conducted of grade 4-9 teachers’ to assess their STEM professional development needs, the extant literature on teacher development, the increasing need for a STEM informed society, and our desire to use evidence based practices to enhance teacher capacity to teach STEM content. We developed this investigation to determine if our summer institute influenced the participating teachers

  18. Solar Astronomy as a Means to Promote Authentic Science Research in a Teacher Professional Development Program

    Science.gov (United States)

    Walker, C. E.; Croft, S.; Pompea, S. M.; Plymate, C.; McCarthy, D.

    2003-12-01

    Teacher Leaders in Research Based Science Education (TLRBSE) is an NSF-funded Teacher Enhancement Program hosted by the National Optical Astronomy Observatory (NOAO) in Tucson, AZ. Consistent with national priorities in education, TLRBSE seeks to retain and renew middle and high school science teachers. Within the exciting context of astronomy, TLRBSE integrates the best pedagogical practices of Research Based Science Education with the process of mentoring. One means by which participants are provided training in astronomy content, pedagogy, image processing, research and leadership skills is through a 15-week distance-learning course and an in-residence, two-week institute at Kitt Peak National Observatory and the National Solar Observatory (NSO). Throughout the program, teachers work with professional astronomers and education specialists. At the in-situ, two-week institute, teachers are the researchers on one of four research projects, including solar astronomy. Preparation for the solar project dictates much of the design of the program (e.g., development and feasibility testing of the observing program, the reduction and analysis software, the preparatory documents for the teachers). The program design of the solar project is centered on teachers experiencing the scientific process. Initially through a staff-facilitated guided inquiry and then on their own as a team, the teachers propose a research question and discuss alternative hypotheses. They operate the solar telescope and take, calibrate, reduce and analyze the data. Teachers interpret and report results to their peers and pundits. Ultimately the observing experience and knowledge gained by the teachers is transferred to the classroom, where students learn science by doing science. Staff astronomers and education specialists provide continuing support with the goal of sustaining a professional learning community that outlives the research experience. Further observing experience is available during the

  19. Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?

    Directory of Open Access Journals (Sweden)

    Mona Evelyn Flognfeldt

    2016-04-01

    . The teacher reports were in connection with a year’s further-education course in English, which included a pedagogical development project at their own school. This study provides insights into what aspects of the subject the practising teachers defined as their main instructional challenges in the classroom and what their main learning outcomes were. The data for this article are critical reflections articulated by the teachers at the end of their projects. Based on qualitative content analysis, I identified salient language-pedagogical features and commonalities in the teachers’ conceptualisations of their role and priorities with respect to student learning. This kind of language teacher research can have important implications for the way English is taught in initial teacher education. Relevant teacher cognitions can be channelled back to student teachers to mediate their professional preparation in the teacher education programme and their future work as English teachers. The central language-pedagogical issues identified in their research can be used as analytical and reflective tools for student teachers in their preparation for the complex practicalities of the classroom. Exploring the research that practising teachers have conducted into challenges they identified can help students connect theory with practice as well as contribute to lowering the affective filter of novice teachers. This article ends with a discussion of possible forms that this professional feedback loop can take.Keywords: english language teacher education, professional development, teacher research and development, teacher learning, language pedagogy

  20. Students' annotated drawings of Sun, Moon and Earth mediating teachers' professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    . The study is framed referring to research from the two fields of CPD and students’ alternative conceptions in science. Methods include categorizing and coding 160 pre and post annotated drawings, and analysing a semi-structured interview with the case-teacher using a previously developed meaning......A case study of a teacher examining her 4th graders’ conceptual understanding of factors causing day and night, seasons, and the phases of the Moon is presented. The teaching example and the data-collection are sourced from the Danish continuous professional development (CPD) project QUEST...... there are promising indications that this teacher will continue using pre- and post-assessment, the collaborative analysis of the drawings was rather superficial....

  1. Teachers Create a Professional Learning Community to be a Place of their Own

    Directory of Open Access Journals (Sweden)

    Della R. Leavitt

    2013-04-01

    Full Text Available In Spring, 2012, seven New Jersey middle school mathematics teachers volunteered to lead an afterschool Professional Learning Community. The teachers set the meeting format, selected topics, and rotated facilitation of six 90-minute sessions.  A university researcher, working within a National Science Foundation-sponsored Mathematics/Science Partnership, designed the project to investigate how, if at all, these activities would enhance teachers’ leadership.  The researcher videotaped the teachers’ meetings, elicited written reflections, conducted interviews, and analyzed these data.  Emergent themes included cohesiveness,commitment,focus on practice, respectful participation in controversies, changes in confidence and leadership. All seven teachers planned to continue meeting during the 2012-2013 school year.

  2. Science teachers' meaning-making of teaching practice, collaboration and professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... international research and 3) a research methodological perspective: to adapt, and discuss the use of a specific tool for analysis and representation of the teachers’ meaning-making. A mixed method approach is taken: The empirical research includes a cohort-survey of graduating science teachers repeated...... to lack of confidence. The case-studies provide examples where science teachers’ develop a growing confidence, and begin to focus on students’ learning by manipulating both science ideas and equipment. The teachers involved in artifact-mediated interactions refer to gaining insight into students...

  3. Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

    Science.gov (United States)

    Spillane, Nancy Kay

    Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning

  4. "Leave Me Alone--Simply Let Me Teach": An Exploration of Teacher Professionalism in Kyrgyzstan

    Science.gov (United States)

    Teleshaliyev, Nurbek

    2013-01-01

    This article examines how, in the context of the increasing deprofessionalization of the teaching professional both nationally and internationally, teachers have attempted to reshape the notion of "professionalism" in a post-Soviet Kyrgyzstan, where teachers function within a top-down, bureaucratic education system. The article employs…

  5. Crossing Borders: New Teachers Co-Constructing Professional Identity in Performative Times

    Science.gov (United States)

    Wilkins, Chris; Busher, Hugh; Kakos, Michalis; Mohamed, Carmen; Smith, Joan

    2012-01-01

    This paper draws on a range of theoretical perspectives on the construction of new teachers' professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers' work. Whilst the role of interactions with professional colleagues…

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

    Science.gov (United States)

    Manner, Jane Carol; Rodriguez, Diane

    2012-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  8. The Professional Developmental Needs of Higher Education-Based Teacher Educators: An International Comparative Needs Analysis

    Science.gov (United States)

    Czerniawski, Gerry; Guberman, Ainat; MacPhail, Ann

    2017-01-01

    A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an…

  9. Cultivating Sustained Teachers' Professional Learning within a Centralised Education System

    Science.gov (United States)

    Shaari, Imran; Lim, Victor; Hung, David; Kwan, Yew Meng

    2018-01-01

    This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data…

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

    Science.gov (United States)

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

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

  11. Studying Motivational-Axiological Component of Professional Competence of a College Teacher

    Science.gov (United States)

    Gutsu, E. G.; Demeneva, N. N.; Kochetova, E. V.; Mayasova, T. V.; Belinova, N. V.

    2016-01-01

    Present article addresses the problem of changing requirements towards professional competencies of higher school teachers due to the introduction of new educational standards. Motivational-axiological component of college teacher's professional competence gets a central position. The article provides the authors' view upon the concept of…

  12. Professional Competencies of (Prospective) Mathematics Teachers--Cognitive versus Situated Approaches

    Science.gov (United States)

    Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina; Hoth, Jessica

    2017-01-01

    Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers' professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher…

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

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

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

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

    Science.gov (United States)

    Macias, Angela

    2017-01-01

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

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

    Science.gov (United States)

    Mangope, Boitumelo; Mukhopadhyay, Sourav

    2015-01-01

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

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

    Science.gov (United States)

    Sinelnikov, Oleg A.

    2009-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Laxman, Kumar; Hughes, Peter

    2015-01-01

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

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

    Science.gov (United States)

    Kjaergaard, Hanne Wacher; Fougt, Simon Skov

    2016-01-01

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

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

    Science.gov (United States)

    Akbasli, Sait; Üredi, Lütfi; Ulum, Hakan

    2016-01-01

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