A Research Guide on National Board Certification[R] of Teachers

ERIC Educational Resources Information Center

National Board for Professional Teaching Standards, 2007

2007-01-01

The National Board for Professional Teaching Standards[R] (NBPTS) has always welcomed scrutiny of the National Board Certification[R] process and the impact that National Board Certified Teachers[R] (NBCTs) have on teaching and learning. As a result, in the 20 years since NBPTS was founded, National Board Certification has become one of the most…

Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers

ERIC Educational Resources Information Center

Adetayo, Janet Oyebola

2016-01-01

The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

Alternative Certification Teachers: Building Partnerships with Paraprofessionals

ERIC Educational Resources Information Center

Karge, Belinda Dunnick; Pierson, Melinda; Robinson, Suzanne

2011-01-01

There were 282 special education teachers enrolled in an alternative certification program in education at a university in southern California who were surveyed over the course of two years to determine the extent of their training in working with paraprofessionals and the professional development they received on how to successfully work with the…

Standards for Certification/Preparation of Social Studies Teachers: A Fifty State Study.

ERIC Educational Resources Information Center

Dumas, Wayne; Weible, Tom

A national survey determined minimum certification requirements for secondary social studies teachers in general education, professional education, and history/social science. Data were obtained through questionnaires completed by social studies education curriculum specialists and by officials in the certification divisions of state education…

Professionalization and Certification for Teachers in Adult Basic Education

ERIC Educational Resources Information Center

Sabatini, John P.; Ginsburg, Lynda; Russell, Mary

2002-01-01

When Shanahan, Meehan, and Mogge (1994) reviewed the issue of professionalization, they characterized previous discussions and debates as controversial, negative, and heated, marked more by discord than unity. A key point of disagreement was whether or under what conditions certification could be considered necessary or desirable. They found only…

The cost-effectiveness of NBPTS teacher certification.

PubMed

Yeh, Stuart S

2010-06-01

A cost-effectiveness analysis of the National Board for Professional Teaching Standards (NBPTS) program suggests that Board certification is less cost-effective than a range of alternative approaches for raising student achievement, including comprehensive school reform, class size reduction, a 10% increase in per pupil expenditure, the use of value-added statistical methods to identify effective teachers, and the implementation of systems where student performance in math and reading is rapidly assessed 2-5 times per week. The most cost-effective approach, rapid assessment, is three magnitudes as cost-effective as Board certification.

Principals, Supervisors, and Beginning Teachers: Their Opinions Regarding Competencies for the Professional Certification of Teachers.

ERIC Educational Resources Information Center

Adams, Pearce T.; And Others

A statutory requirement that Georgia revise its beginning teacher certification process to reflect on-the-job performance rather than work performed in college was enacted in 1973 as part of the Adequate Program for Education in Georgia (APEG). Following a statewide survey, 33 teacher competency statements were accepted for incorporation into five…

NASA Master Teacher Re-Certification Program

NASA Technical Reports Server (NTRS)

Okari-Brooks, Emma; Thompson, Paul

2000-01-01

Edward Waters College is submitting a final report covering the grant period from January 1999 - April 30, 2000. The Teacher re-certification program at Edward Waters College created a high quality professional development opportunity for middle and high school science teachers which will contribute to the improvement of science education and the use of innovation technologies in the classroom for years to come. The following goals and objectives were met and exceeded during the grant period. 1) A focused and relevant educational technology curriculum based on National Science Education Standard and state-of-the art educational resources that are accepted as one of the qualifications for re-certification in the scientific discipline in Duval County, Florida. 2) The program goal was to recertify 40 middle and high school science teachers over a two- year period. This goal was met and exceeded the projected number by recertifying over 80 middle and high school science and math teachers over a two-year period. 3) Teachers that were recertified were given an opportunity to public information that they developed on EWC's Web page or develop a web page of their own. Area schools were made aware of this information through various forms of communication with the teachers in Duval County School District, i.e., flyers sent from EWC to participants, school newspapers, word of mouth, etc. 4) A multimedia technology resource lab is available at EWC for use as a "Learning Lab" for class field trips by Duval County teachers.

Deconstructing Teacher Certification

ERIC Educational Resources Information Center

Baines, Lawrence A.

2006-01-01

In this article, the author takes a close look at alternative certification programs and is convinced that, because they vary so extremely in their requirements, all of them cannot possibly be producing highly qualified teachers. Here, he talks about Non-University Certification Programs (NUCPs). These are alternative certification programs that…

Standards for Elementary Teacher Certification: A Fifty State Study.

ERIC Educational Resources Information Center

Dumas, Wayne; Weible, Thomas

A study of the minimum program standards established by 50 state education agencies for preparation and certification of elementary school teachers focused on the status of general education requirements, professional education requirements, and requirements for areas of concentration. Two reference points were employed in analysis of the…

The Impact of Professional Development on Performance and Evaluation of Substitute Teachers in a Public School System

ERIC Educational Resources Information Center

Brown, Rhonda

2012-01-01

Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an…

Certification of Physical Education Teachers.

ERIC Educational Resources Information Center

Bentz, Susan K.

The author discusses various trends in the preparation of physical education teachers, including emphasis on Title IX requirements and handicapped child needs. Future directions in teacher certification are surveyed, and it is urged that certification be based upon sequential training programs rather than course accumulation-credit hour…

Kentucky Teacher Preparation and Certification Handbook. 1983 Edition.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort. Div. of Teacher Education and Certification.

This handbook includes teacher preparation and certification regulations adopted by the Kentucky State Board of Education through March 1983. State standards are delineated for: (1) statutory provisions relating to teacher education and certification; (2) teacher certification procedures; (3) ranking of teacher qualifications; (4) evaluation and…

Kentucky Teacher Preparation and Certification Handbook. 1981 Edition.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort.

This handbook sets forth the regulations of the Kentucky State Board of Education that relate to teacher education and certification. The following topics are covered: (1) selected statutory provisions relating to teacher education and certification; (2) teacher certification procedures; (3) ranking of teacher qualifications; (4) procedures for…

Certification of Professional School Personnel in Manitoba: A Handbook for Graduates of Manitoba's Teacher Training Institutions = Delivrance des brevets au personnel professionnel du Manitoba: Guide a l'attention des diplomes des etablissements de formation d'enseignants du Manitoba.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This guide, with alternating pages of text in English and French, provides information about the process of obtaining teacher certification in Manitoba (Canada). The guide discusses professional and vocational certification; application procedures; teaching prior to certification; salary classification; salary reclassification; official statements…

A Survey of Pennsylvania School Principals' Perceptions of the National Board for Professional Teaching Standards Certification Process and the Leadership Roles of National Board Certified Teachers

ERIC Educational Resources Information Center

Balbach, Amy Beth Mackie

2012-01-01

Throughout the 1980's, the notion of standards came to the forefront throughout the education world. Groups questioned how to define quality teaching. The National Board for Professional Teaching Standards was developed to meet this need providing a voluntary national certification to identify accomplished teachers. Since its inception,…

Alternative Routes to Teacher Certification.

ERIC Educational Resources Information Center

Smith-Davis, Judy

This literature review examines alternative routes to teacher certification and presents alternative certification regulations and policies for 19 states. Three categories of nontraditional personnel preparation programs are noted: nontraditional recruitment programs, retraining programs, and alternative certification programs. A definition of…

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

ERIC Educational Resources Information Center

Friedrich, Daniel

2014-01-01

The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

National Board Certification: It's Time for Preschool Teachers!

ERIC Educational Resources Information Center

Gillentine, Jonathan

2010-01-01

National Board Certification is a voluntary process by which teachers of students ages 3 through 18 demonstrate accomplished teaching. This article describes the process and certification requirements for one certificate--the Early Childhood/Generalist (ECG), for teachers of children ages 3 through 8. The National Board Certification process was…

A Space Science Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

Impact of National Board for the Professional Teaching Standards Certification on Student Achievement

ERIC Educational Resources Information Center

Belson, Sarah Irvine; Husted, Thomas A.

2015-01-01

A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This…

Development of a Professional Certification in Cancer Patient Education.

PubMed

Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

Enabling Roles to Reclaim Teacher Agency: Insights from the Advanced Certificate in Teaching (Foundation Phase)

ERIC Educational Resources Information Center

Ebrahim, H. B.; Verbeek, D. C.; Mashiya, J. N.

2011-01-01

In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: "What are the enabling roles foundation phase teachers need to play in order to reclaim their space as agents who significantly influence their…

National Board Certification as Professional Development: An Empirical Study of the National Board for Professional Teaching Standards Process, Final Report

ERIC Educational Resources Information Center

Cavalluzzo, Linda; Barrow, Lisa; Henderson, Stephen

2014-01-01

This study responds to a request from the National Board for Professional Teaching Standards to analyze National Board certification among high school teachers in understudied subject areas and locales to help fill gaps in the research literature. The authors also were asked to use multiple indicators of performance. The research team selected two…

Bridging Silos: Novices Partner with Veteran Teachers on the Path to Board Certification

ERIC Educational Resources Information Center

Gilrein, Erin; Wolfe, Jennifer

2016-01-01

To stem the tide of new professionals leaving teaching, the Oceanside School District in New York created a program that sees teaching as a six-year career ladder beginning with an internship and ending with National Board Certification, with board-certified teachers supporting new interns and residents.

Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia

ERIC Educational Resources Information Center

Kusumawardhani, Prita Nurmalia

2017-01-01

This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample…

Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course

ERIC Educational Resources Information Center

Rosenthal, Julie L.; Donnantuono, Marie; Lebron, Mary; Flynn, Christina

2017-01-01

This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course…

Emergency Teacher Certification. ERIC Digest.

ERIC Educational Resources Information Center

Ashburn, Elizabeth A.

Emergency certification involves the issuance of teaching licenses to individuals who have not completed a traditional college or university teacher education program. This two-page information review examines the problems arising from emergency certification and its relationship to student achievement. Some alternatives to emergency certification…

The NTE and Teacher Certification

ERIC Educational Resources Information Center

McDaniel, Thomas R.

1977-01-01

Although in U.S. v. State of South Carolina the Court has established important guidelines legitimating the use of validated National Teacher Examination scores in the certification of teachers, some problems and questions remain. (Author/IRT)

Teacher Certification: The Problem in the Pacific Northwest.

ERIC Educational Resources Information Center

Leonard, Leo D.

1985-01-01

Teacher certification procedures in the Pacific Northwest are used to illustrate the kinds of problems facing the nation in terms of teacher certification and program accreditation. Proposals for change include: cooperation between public schools and universities; five year programs; and use of research to study the teacher education process. (DF)

The Charlotte Collaborative Project: An Initiative to Improve Teaching and Learning by Helping Teachers Earn National Board Certification

ERIC Educational Resources Information Center

Anderson, Kelly M.; Hancock, Dawson R.; Jaus, Victoria P.

2004-01-01

Since its creation in 1987, the National Board for Professional Teaching Standards (NBPTS) has implemented a national voluntary system to assess and certify teachers who meet rigorous teaching standards. Testimony from over 16,000 NBPTS certified teachers has revealed that the journey toward certification is often difficult, time-consuming, and…

Teacher Professionalism: Analysis of Professionalism Phases

ERIC Educational Resources Information Center

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,…

Alternative Teacher Certification--An Update. ERIC Digest.

ERIC Educational Resources Information Center

Otuya, Ebo

This digest reviews alternative certification on the basis of educational quality and the need to fill teacher shortages. Following a definition of traditional certification, the alternative certification route is described as a process designed to certify candidates who have subject-matter competencies, without going through formal teacher…

Teacher Certification Types and Teacher Effectiveness and Preparedness in Oklahoma

ERIC Educational Resources Information Center

Karch, Christopher G.

2015-01-01

Like a majority of other states, Oklahoma has provided for alternative methods to teacher certification. This study examines the perceptions of principals and teachers regarding the level of preparedness and ability to develop effectiveness qualities of novice teachers from the Alternative Placement Program and Oklahoma colleges of education. The…

The Alternative Certification of Teachers. Teacher Education Monograph No. 14.

ERIC Educational Resources Information Center

Hawley, Willis D., Ed.

Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This…

The development of integrated service centre system for professional teachers empowerment in North Sumatera

NASA Astrophysics Data System (ADS)

Gultom, S.; Simanjorang, M. M.; Muchtar, Z.; Mansyur, A.

2018-03-01

Based on Act number 12 in year 2012 the function of higher education is related to individual, social community, knowledge and technology development. Hence, higher education providers need to think and develop policies in order to improve their service and fulfil the higher education function. As part of the effort to fulfil its function Universitas Negeri Medan (Unimed), which historically was a pre-service teacher training institute, should has a special interest on improving teachers’ professionalism. The Act number 14 in year 2005 described requirements for professional teacher, including academic qualification and set of competencies possessed by the teacher. The Act also guaranties teachers’ right to have opportunities for improving their competencies and academic qualification through training and other professionalism development programme. The question is how this guarantee can be implemented. In order to answer this question a developmental study has been done which aimed on developing an integrated service centre system for professional teachers empowerment. As the name implies, this integrated service centre system is expected to be a real manifestation of Unimed’s support towards the improvement of professional teachers quality, which in the end will boils down to the improvement of national education services quality. The result of this study is an integrated service centre system for professional teachers empowerment that fulfils the professionalism principles described in the Act number 14 in year 2005, which has been developed by considering problems faced by and also supports needed by teachers post certification programme.

Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers

ERIC Educational Resources Information Center

Evans, Brian R.

2012-01-01

It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…

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

ERIC Educational Resources Information Center

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…

The effect of certification and preparation on teacher quality.

PubMed

Boyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James

2007-01-01

To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be

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

ERIC Educational Resources Information Center

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;…

Home Energy Professional Certifications (Fact Sheet)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2012-11-01

As the weatherization and home energy upgrade industries expand and gain recognition, the need for a qualified workforce becomes more apparent. The certification component of the Guidelines project was designed to create meaningful and lasting careers for weatherization workers. Intended for experienced home energy professionals, the four new certifications focus on the most common jobs in the industry: energy auditor, retrofit installer technician, crew leader, and quality control inspector.

Board certification in professional psychology: promoting competency and consumer protection.

PubMed

Cox, David R

2010-04-01

Board certification in psychology provides an opportunity for increased assessment of and demonstration of competence in the profession. In addition to serving as a means of consumer protection, it can serve the professional psychologist by providing the opportunity for increased income, professional satisfaction, facilitated mobility, and professional development. Jurisdictional and organizational recognition of the importance of board certification is increasing. This article uses the model and experience of the American Board of Professional Psychology, with particular attention to the American Board of Clinical Neuropsychology and the American Academy of Clinical Neuropsychology, to illustrate these benefits. Recent developments regarding board certification are described, as well as how to become involved in the process.

Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds

ERIC Educational Resources Information Center

Evans, Brian R.

2014-01-01

This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The…

A Collaborative, Alternative Teacher Certification Program.

ERIC Educational Resources Information Center

Securro, Samuel, Jr.; And Others

In the summer of 1986, three institutions (West Virginia State College, West Virigina College of Graduate Studies, and West Virgina Institute of Technology) consorted to design an alternative teacher certification program to attract and retain a qualified pool of mathematics and science teachers. Known as the Field-Based Training Program (FBTP),…

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness

ERIC Educational Resources Information Center

Darling-Hammond, Linda; Holtzman, Deborah J.; Gatlin, Su Jin; Heilig, Julian Vasquez

2005-01-01

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education…

Professional Environment for Teacher Professional Development

ERIC Educational Resources Information Center

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…

The Florida State Initial Teacher Certification Test: A Case Study.

ERIC Educational Resources Information Center

Dorn, Charles M.

1989-01-01

Describes the development of the art certification examination which was designed for the Florida State Initial Teacher Certification Test. Discusses problems of subjectivity, content, and question format. Suggests criteria which can guide the development of viable college art education programs that can adequately prepare teachers in the areas of…

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

ERIC Educational Resources Information Center

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…

Increasing Family Child Care Providers' Professionalism through Certification and a Professional Network.

ERIC Educational Resources Information Center

Robinson, Louester A. S.

Noting that in many areas, family child care providers lack both available training to enhance their professional skills and an organized professional network for continual support, this practicum project implemented and evaluated the effectiveness of a curriculum to prepare family child care providers for state certification through a community…

Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

ERIC Educational Resources Information Center

Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika

2010-01-01

State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in…

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

NASA Astrophysics Data System (ADS)

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

Rescuing Teacher Professionalism

ERIC Educational Resources Information Center

Gillard, Derek

2005-01-01

If teachers are to reclaim any sort of agenda--let alone a radical one--they need to be taken seriously as professionals. Why aren't they? Derek Gillard surveys the history of teaching in England and argues that teacher professionalism was a short-lived phenomenon which has been in decline for thirty years. Far from rescuing it from the Tories,…

Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

ERIC Educational Resources Information Center

Lemberger, Nancy; Reyes-Carrasquillo, Angela

2011-01-01

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements

ERIC Educational Resources Information Center

Angrist, Joshua D.; Guryan, Jonathan

2008-01-01

The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such…

Alternative Routes for Teacher Certification.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

This publication presents a series of charts, designed for quick reference, which describe the status of alternative teacher certification routes in each of the 50 states. The charts were prepared in response to an increasing number of inquiries from educators, policy makers, and the public. Information was gathered by telephone surveys of state…

Tear Down This Wall: The Case for a Radical Overhaul of Teacher Certification.

ERIC Educational Resources Information Center

Hess, Frederick M.

2002-01-01

Depicts the current state of teacher certification, asserting that state laws giving teacher education programs a monopoly are the core problem. Advocates a competitive certification model. (Contains 23 endnotes.) (SK)

Alternative Certification for Science Teachers: Policy and Context

ERIC Educational Resources Information Center

Zhao, Yijie

2005-01-01

The purpose of this paper is to review literature on the alternative certification policy so as to identify key features and issues as the basis for suggesting a more systematic approach to the study of the policy efforts. Alternative teacher certification has become a proliferating phenomenon in the United States in response to current and…

Certification for Teachers of the Visually Impaired: A Rural Teacher Training Project.

ERIC Educational Resources Information Center

Tweto-Johnson, Linda

The goal of a 2-year vision teacher training project is to provide the coursework instruction and student teaching opportunities necessary for Oregon certification as teacher of the visually impaired. The program was designed in response to several conditions affecting services for visually impaired students living in seven eastern Oregon…

The Division of PA Teacher Certification and Its Impact on Teacher Hiring

ERIC Educational Resources Information Center

Vaughn, Ann Marie G.

2017-01-01

In 2008, the Pennsylvania Department of Education enacted Chapter 49-2 which divided the certified grade spans of Elementary Teachers. This dissertation addresses the question of how the change of PA Teacher Certifications, known as Chapter 49-2, has affected the selecting, interviewing, and hiring process for administrators. A problem was…

The TRUST Project: A Formal-Informal Teacher Education Partnership for the Promotion of Earth Science Teacher Certification

NASA Astrophysics Data System (ADS)

Sloan, H.; Miele, E.; Powell, W.; MacDonald, M.

2004-12-01

The American Museum of Natural History (AMNH) in partnership with Lehman and Brooklyn Colleges of the City University of New York (CUNY) has initiated The Teacher Renewal for Urban Science Teaching (TRUST) project. TRUST combines informal and formal teacher education in a four-year initiative to enhance professional development and masters of science education programs, grades K-8 at Brooklyn College and 7-12 at Lehman College. This NSF-funded partnership brings together the resources of AMNH, CUNY, New York City school districts, New York City Department of Education-Museum Partnerships, and the expertise of scientists and teachers with research experiences. Following an initial planning year, TRUST will recruit and sustain 90 teachers over a period of 3 years as well as engage 30 school administrators in support of Earth science instruction. Program components include two new formal Earth systems science courses, intensive informal summer institutes, and a lecture and workshop series during which participants gain new Earth science content knowledge, develop action plans, and present their work on the local and national level. In addition, participants have access to ongoing resource and material support to enhance their learning and instruction. Continuous documentation and data collection by project investigators are being used to address questions regarding the impact various aspects of the TRUST participant experience on classroom instruction and learning, the acquisition of scientific knowledge in the new courses and institutes, and to examine the nature of the Museum experience in meeting certification goals. External formative and summative evaluation of the project is addressing issues surrounding the value of the program as a model for formal-informal partnership in urban Earth science teacher education and certification, analysis of policies that facilitate partnership arrangements, and how socialization of novices with experts affects retention and

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

Reconsidering Research on Teachers' Professional Identity

ERIC Educational Resources Information Center

Beijaard, Douwe; Meijer, Paulien C.; Verloop, Nico

2004-01-01

The studies considered in this review of recent research on teachers' professional identity can be divided into three categories: (1) studies in which the focus was on teachers' professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers' professional identity, and (3) studies in which…

Control of Teacher Certification in the United States

ERIC Educational Resources Information Center

Tobin, Kerri

2012-01-01

Teacher certification trends in the United States since World War II paint a complicated picture of powerful interests at different levels making demands and trying to institute disparate reforms. These patterns have varied over time, often because of teacher supply and demand. The federal government initiated its involvement when education…

Teacher Professionalization and Gender Analysis.

ERIC Educational Resources Information Center

Tabakin, Geoffrey; Densmore, Kathleen

1986-01-01

This article presents an overview of theories of teacher professionalization, a discussion of feminist theories and the definition of gender analysis, and an argument for the appropriateness of gender analysis of teacher professionalization. (MT)

World Class Teachers.

ERIC Educational Resources Information Center

Mitchell, Rosalita

1998-01-01

School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages…

School Counselor Certification and Supervision: Overlooked Professional Issues.

ERIC Educational Resources Information Center

Barret, Robert L.; Schmidt, John J.

1986-01-01

Explores issues related to school counselor certification and supervision. Recommends actions to clarify the professional identity of school counselors and contribute to appropriate definitions and descriptions of counselor supervision. (Author)

Certification of international allied professionals in cardiac pacing and electrophysiology: Opportunities?

PubMed Central

Chiu, Christine

2010-01-01

Allied professionals with diverse backgrounds and training are essential to the delivery of quality care to patients with heart rhythm disorders. There is a growing worldwide demand for defined educational requirements and certification pathways to ensure uniformity of knowledge and competence of those practicing in electrophysiology. The present viewpoint article reviews the current deficiencies of education and training, and advocates for the establishment of certification pathways by professional societies. PMID:20101363

Improving Teachers' Assessment Literacy through Professional Development

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Teachers' Professional Development: A Theoretical Review

ERIC Educational Resources Information Center

Postholm, May Britt

2012-01-01

Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism

ERIC Educational Resources Information Center

Tichenor, Mercedes; Tichenor, John

2009-01-01

In this paper, we compare teacher and administrator perspectives on multiple dimensions of teacher professionalism. An instrument with a total of 51 professional behaviors and characteristics that operationalize the multiple dimensions of professionalism was developed. Survey participants, including 216 teachers and 89 administrators, were asked…

Mentoring Alternative Certification Teachers: Implementing an Online Collaborative Consultation Community

ERIC Educational Resources Information Center

Dukes, Lyman, III; Jones, Brett D.

2007-01-01

Online discussion boards have the potential to provide significant support to beginning teachers; thus, we designed an online collaborative consultation community to provide mentor support to university students enrolled in an alternative certification program. The results suggest that although students in alternative certification programs will…

Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

ERIC Educational Resources Information Center

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…

Understanding Teacher Professional Learning through Cyber Research

ERIC Educational Resources Information Center

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

2018-01-01

Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the…

One Step Forward, Two Steps Back: An Examination of Certificated Teachers' Metaphorical Images of Schooling

ERIC Educational Resources Information Center

Soysal, Yilmaz; Radmard, Somayyeh

2017-01-01

This study explored the metaphors of schooling generated by prospective teachers (N = 157) in Turkey who were attending a teacher training program to be certificated for the teaching profession. The schooling (teacher, learner, school) metaphors of certificated teachers were collected by using concept prompts such as "A teacher is like ……

Emerging Professional Roles for Teacher Educators.

ERIC Educational Resources Information Center

Massanari, Karl; And Others

Emerging professional roles for teacher educators are examined by three educators from three different viewpoints, and a critique of the positions developed is undertaken by a spokesman for the teacher organization viewpoint of professional development. Karl Massanari examines the changes currently affecting the education of teachers--social,…

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

Photoelectric professional students in common universities cultivate way to explore under the background of professional certification

NASA Astrophysics Data System (ADS)

Sun, Yan-jun; Wang, Li; Leng, Yan-bing

2017-08-01

In view of the engineering education professional certification of specialty construction and the specific requirements of the training system, combining with our school optoelectronic information science and engineering characteristics, analysis of the optoelectronic information science and engineering in our school problems and challenges, to locate the specific professional training objectives. From the service oriented industry demand for talent ability, at the same time, according to the ministry of education professional norms of the development of the photoelectric teaching steering committee, and the professional development and the characteristics of target, to build a set to conform to the goal of cultivating the professional curriculum system. At the same time set up a from fundamental to professional practice teaching system, covers the course experiment, course design, case teaching, comprehensive training, such as graduation design practice. Which implements a whole ability training from the practice of foundation to high-end chain, embodies the training goal emphasize "outstanding practical skills, quality education is distinct culture characteristic. By further speed up the professional construction, professional certification standards to standardize our training process, improved the level of professional training, and improve the comprehensive quality of the graduates and talent of social competitiveness, fostered more professional talents for the country.

Fixing Teacher Professional Development

ERIC Educational Resources Information Center

Hill, Heather C.

2009-01-01

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

ERIC Educational Resources Information Center

Ellett, Chad D.

An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

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

ERIC Educational Resources Information Center

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…

Alternative Routes to Teacher Certification. Occasional Paper Series 20

ERIC Educational Resources Information Center

Silin, Jonathan G., Ed.; Snyder, Jon; Barry, Miranda; Samuels, Sarah; Sacks, Ariel; Ellenzweig, Allen

2008-01-01

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words. In "Alternative Certification and Alternative Pathways: A Personal Take on a Core…

Teacher Quality, Professionalism and Professional Development: Findings from a European Project

ERIC Educational Resources Information Center

Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila

2013-01-01

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

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

NASA Astrophysics Data System (ADS)

Passow, Michael J.

2015-04-01

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

An Examination of Teacher's Certification or Non-Certification on Students Achievement

ERIC Educational Resources Information Center

Ajimatanrareje, Femi

2014-01-01

Substantial federal resources are allocated each year to National Board for Professional Teaching Standards (NBPTS) program, but the effectiveness of the program is unknown and resources devoted to the program may be unjustified. The purpose of the nonexperimental quantitative study was to examine the impact of NBPTS certification on student…

Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

ERIC Educational Resources Information Center

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2018-01-01

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…

Supporting Teacher Professionalism: Insights from TALIS 2013

ERIC Educational Resources Information Center

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…

Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity

ERIC Educational Resources Information Center

Mockler, Nicole

2012-01-01

This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the…

Impact of Selected Professional Aspects on Teacher Burnout.

ERIC Educational Resources Information Center

Kudva, Pramila

This study investigated the relationship between several components of teacher burnout and various professional factors. Professional factors included professional qualifications, teaching level, professional growth, professional commitment, and role efficacy. Components of teacher burnout included development of negative attitudes toward students…

Analyzing Preservice Mathematics Teachers' Professional Noticing

ERIC Educational Resources Information Center

Amador, Julie M.; Carter, Ingrid; Hudson, Rick A.

2016-01-01

Recent research in mathematics education has highlighted the importance of teachers' abilities to professionally notice students' thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students' mathematical thinking, their interpretations about students' reasoning,…

Teacher Professionalism in Technical and Vocational Education

NASA Astrophysics Data System (ADS)

Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

Middle Level Teacher Certification in South Carolina: A Case Study in Educational Policy Development

ERIC Educational Resources Information Center

Virtue, David C.

2007-01-01

South Carolina made a significant step forward in middle level education reform by enacting middle level teacher certification in 2001. This qualitative case study documents the process through which the state legislation developed, with a particular focus on how middle level teacher certification arrived and remained on the public policy agenda…

Implementing Professional Experiences to Prepare Preservice Science Teachers

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2009-01-01

In the correlation between professional experiences of preservice science teacher and classroom managerial skills, professional experiences were designed to prepare science teacher in the future. The effects of program were described the result of implementing professional experiences of 67 preservice science teachers. Data were collected by using…

Conference on Teacher Certification; Current Problems in Certification and Prospects for Reciprocity (2nd, Montreal, June 8-9, 1970).

ERIC Educational Resources Information Center

Canadian Teachers' Federation, Ottawa (Ontario).

This report contains the proceedings of a 2-day interprovincial conference attended by 38 teachers, registrars, university professors, and trustees to discuss means of reducing the complexity of teacher certification regulations and of enabling teachers to move more freely among the various provinces. Included are four presentations on the…

New Structures and Approaches for Teacher Preparation: Do They Make a Difference in Teacher Retention?

ERIC Educational Resources Information Center

Harris, Steven A.; Camp, William E.; Adkison, Judith

Low initial employment rates and high attrition among teachers are factors recognized as major contributors to the national teacher shortage. This research compared the effectiveness of three teacher preparation methods used in Texas: alternative certification programs (ACPs), Centers for Professional Development and Technology (CPDTs), and…

Community-Based Teacher Professional Development in Remote Areas in Indonesia

ERIC Educational Resources Information Center

Harjanto, Ignatius; Lie, Anita; Wihardini, Diah; Pryor, Laura; Wilson, Mark

2018-01-01

The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto…

Learning, Motivation, and Transfer: Successful Teacher Professional Development

ERIC Educational Resources Information Center

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,…

Main Factors of Teachers' Professional Well-Being

ERIC Educational Resources Information Center

Yildirim, Kamil

2014-01-01

The purpose of the study was to reveal the main factors of teachers' professional well being. Theoretically constructed model was tested on large scale data belong to 72.190 teachers working at lower secondary level. Theoretical model included teachers' individual, professional and organizational characteristics. Professional well-being…

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

ERIC Educational Resources Information Center

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…

Safety in the Chemical Laboratory: Certifications for Professional Hazardous Materials and Waste Management.

ERIC Educational Resources Information Center

Fischer, Kenneth E.

1988-01-01

Discusses the need for determining a curriculum to provide qualified hazardous waste personnel. Describes the needed role of colleges and universities and current hazardous materials certification requirements. Lists requirements for 18 professional certifications. (MVL)

Resident evaluation of clinical teachers based on teachers' certification.

PubMed

Steiner, Ivan P; Yoon, Philip W; Kelly, Karen D; Diner, Barry M; Donoff, Michel G; Mackey, Duncan S; Rowe, Brian H

2003-07-01

To examine the influence of emergency medicine (EM) certification of clinical teaching faculty on evaluations provided by residents. A prospective cohort analysis was conducted of assessments between July 1994 and July 2000 on residents' evaluations of EM faculty at the University of Alberta, Edmonton, Canada. Resident- and faculty-related variables were entered anonymously using the validated evaluation tool (ER Scale). Credentialing and demographic information on EM faculty was supplemented by data obtained through a nine-question survey. Groups were compared using ANOVA. The 562 residents returned 705 (91%) valid evaluation sheets on 115 EM faculty members. The four domains of didactic teaching, clinical teaching, approachability, and helpfulness were assessed. The majority of ratings were in the very good or superb categories for each domain. Instructors with certification in EM had higher scores in didactic, clinical teaching compared with others, and teachers without national certification scored lower in the helpful and approachable categories (p < 0.05). The route of obtaining EM certifications either through training or practice eligibility did not affect scores. Instructors under the age of 40 years had higher scores than the older age groups in three of four categories (p < 0.05). Instructors working at the teaching sites on a half-time basis received higher scores than those working full-time, and scores varied based on site. Overall, teaching ratings improved over the study period (p < 0.05). Significant differences exist among instructors in the EM setting that affect their teaching rating scores. National certification in EM, academic track, rotation year, and site are all correlated with better teaching performance.

Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

ERIC Educational Resources Information Center

Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2016-01-01

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

ERIC Educational Resources Information Center

Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

Effectiveness of an Alternative Certification Program for the Preparation of Elementary Teachers

ERIC Educational Resources Information Center

Follo, Eric J.; Rivard, James J.

2009-01-01

This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for…

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

WWC Quick Review of the Report "An Evaluation of Teachers Trained through Different Routes to Certification"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

This study examined whether having a teacher who chose an alternate route to certification (AC) rather than a teacher who chose a traditional certification route (TC) affects the reading and math achievement of elementary school students. The study included about 2,600 kindergarten through fifth-grade students and their 174 teachers. These…

Transformation and Framework of Teacher Professional Development in Taiwan

ERIC Educational Resources Information Center

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…

Teachers' Professional Agency and Learning--From Adaption to Active Modification in the Teacher Community

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

The aim of this study was to examine teacher learning in terms of teachers' professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers' active efforts to learn in the professional community and to promote school development cannot be…

Constructivism, Collaboration and the Certificate of Teaching and Learning (CTL).

ERIC Educational Resources Information Center

Murray, Joy

This paper describes a professional development program for teachers. The Certificate of Teaching and Learning (CTL), developed in Australia for Kindergarten through Year 12 teachers across all subject areas. It outlines the process of conceptualization, the dilemmas faced by the development team, and the final implementation across Australia.…

Training Teachers to be Professional Development Leaders.

ERIC Educational Resources Information Center

Leslie, Jessica B.

1982-01-01

A Teacher Corps project conducted by the Edgewood Independent School District and Trinity University (San Antonio, Texas) is described. A classroom teacher at each participating school is trained to lead professional development activities at his or her school. Teacher involvement in designing professional development at each school is emphasized.…

Reflecting on Teacher Professionalism: A Student Perspective

ERIC Educational Resources Information Center

Crouse, Warren F.

2003-01-01

In this article, the author invites students to reflect on the characteristics of their own teachers. The author contends that this reflection can be a methodological process and model toward a better understanding of what identifies teachers as professionals. To "constructively reflect" on teacher professionalism, it is imperative that the four…

Coaching Discourse: Supporting Teachers' Professional Learning

ERIC Educational Resources Information Center

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…

Certification Requirements and Teacher Quality: A Comparison of Alternative Routes to Teaching. Working Paper 64

ERIC Educational Resources Information Center

Sass, Tim R.

2011-01-01

Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than…

Traditional and Alternate Routes to Teacher Certification: Issues, Assumptions, and Misconceptions. Issue Paper 95-2.

ERIC Educational Resources Information Center

Stoddart, Trish; Floden, Robert E.

States have created "alternate" routes to teacher certification. Comparison of alternate and college-based programs reveals clear trends in recruitment but a mixed picture regarding development of expertise. Alternate certification represents a radical departure from the current norm of teacher preparation. Several factors have led to…

"Follow" Me: Networked Professional Learning for Teachers

ERIC Educational Resources Information Center

Holmes, Kathryn; Preston, Greg; Shaw, Kylie; Buchanan, Rachel

2013-01-01

Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium. We find…

Teacher Professional Development: Who Is the Learner?

ERIC Educational Resources Information Center

Petrie, Kirsten; McGee, Clive

2012-01-01

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Factors within University-Based Teacher Education Relating to Preservice Teachers' Professional Vision

ERIC Educational Resources Information Center

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

2015-01-01

Preservice teachers' professional vision is an important indicator of their initial acquisition of integrated knowledge structures within university-based teacher education. To date, empirical research investigating which factors contribute to explaining preservice teachers' professional vision is scarce. This study aims to determine which factors…

Profiling Teachers' Sense of Professional Identity

ERIC Educational Resources Information Center

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…

The Cost-Effectiveness of NBPTS Teacher Certification

ERIC Educational Resources Information Center

Yeh, Stuart S.

2010-01-01

A cost-effectiveness analysis of the National Board for Professional Teaching Standards (NBPTS) program suggests that Board certification is less cost-effective than a range of alternative approaches for raising student achievement, including comprehensive school reform, class size reduction, a 10% increase in per pupil expenditure, the use of…

New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century

ERIC Educational Resources Information Center

Kyriakou, Raeann

2014-01-01

This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In the last half of nineteenth century, teacher education and uniform certification procedures were beginning to become the norm in the educational systems throughout the…

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

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…

Learning to Lead with Purpose: National Board Certification and Teacher Leadership Development

ERIC Educational Resources Information Center

Sato, Mistilina; Hyler, Maria E.; Monte-Sano, Chauncey B.

2014-01-01

How do teachers decide what leadership work to engage? This exploratory study examined the leadership activities and responsibilities that National Board Certified Teachers identified prior to and after achieving National Board Certification. We conducted structured interviews with a diverse group of 15 National Board Certified Teachers from a…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Commodification of Teacher Professionalism

ERIC Educational Resources Information Center

Werler, Tobias

2016-01-01

This paper investigates the hypothesis that teacher education in European welfare states is commodified due to its governance by neoliberal policy making. The starting point for the analysis is a discussion of the relationship between the welfare state and teacher professionalism. For this purpose, the concept of the ill-defined problem is…

Critical Friends Group for EFL Teacher Professional Development

ERIC Educational Resources Information Center

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

An Investigation into Teacher Wellbeing during the Teacher Training Year

ERIC Educational Resources Information Center

Turner, Sarah; Zanker, Nigel; Braine, Maggie

2012-01-01

For those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip…

Teachers Know Best: Teachers' Views on Professional Development

ERIC Educational Resources Information Center

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…

Assessing professional behaviour: Overcoming teachers' reluctance to fail students.

PubMed

Mak-van der Vossen, Marianne; Peerdeman, Saskia; van Mook, Walther; Croiset, Gerda; Kusurkar, Rashmi

2014-06-17

Developing professional behaviour is an important goal of medical education in which teachers play a significant part. Many teachers can be reluctant to fail students demonstrating unprofessional behaviour. We hypothesize that supporting teachers in teaching and assessing professional behaviour and involving them in remediation will reduce this reluctance. In 2010, VUmc School of Medical Sciences Amsterdam introduced an educational theme on professional behaviour for the bachelor's and master's programmes in medicine with a special emphasis on supporting teachers in teaching and assessing professional behaviour and involving them in the remediation process. Information was extracted from the student database on the number of unprofessional behaviour judgments awarded over 2008-2010 (before the intervention), and 2010-2013 (after introducing the intervention), which was compared. To find out if teachers' reluctance to fail had decreased, qualitative feedback from the teachers was gathered and analysed. Since the implementation of the educational theme, the number of unprofessional behaviour judgments has risen. The teachers are positive about the implemented system of teaching and assessing professional behaviour, and feel less reluctant to award an unsatisfactory professional behaviour judgment. Supporting teachers in teaching and assessing professional behaviour and involving them in students' remediation appears to reduce their reluctance to fail students demonstrating unprofessional behaviour.

The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

NASA Astrophysics Data System (ADS)

Addy, Tracie M.; Blanchard, Margaret R.

2010-05-01

Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

Determinants of Teacher Professionalism.

ERIC Educational Resources Information Center

Lam, Y. L. Jack

1983-01-01

Reports a study of the effect of variables at the personal, school, and district/division level on these aspects of the attitudinal professionalism of 1,205 Manitoba teachers: use of professional organization as major referent, belief in public service, belief in self-regulation, sense of calling to the field, and autonomy. (SB)

Carroll County Competency Based Teacher Certification Project. Librarian's Report.

ERIC Educational Resources Information Center

Coker, Homer; Coker, Joan G.

Reference materials, slides, cassettes, books, pamphlets, materials from other states, and articles used in the Carroll County, Georgia, Competency Based Teacher Certification Project, 1973-74, are listed. Brief annotations are included for both the reference materials and articles. (MJM)

The Elusiveness of Teacher Quality: A Comparative Analysis of Teacher Certification and Student Achievement in Gulf Cooperation Council (GCC) Countries

ERIC Educational Resources Information Center

Wiseman, Alexander W.; Al-bakr, Fawziah

2013-01-01

In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and…

An analysis of zoo and aquarium provided teacher professional development

NASA Astrophysics Data System (ADS)

Kubarek-Sandor, Joy

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

The Impact of Competency-Based Teacher Education and Certification Programs in Utah.

ERIC Educational Resources Information Center

Mouritsen, Roger C.

Utah is a member of a nine-state consortium to study competency-based teacher education and certification programs. This paper presents an overview of the nationwide movement for competency-based teacher education, followed by a description of the situation in Utah. The State Board of Education is making an effort through the Teacher Education and…

Predicting Success in Teacher Certification Testing: The Role of Academic Help Seeking

ERIC Educational Resources Information Center

White, Marie C.

2011-01-01

This study was designed to identify the help seeking behaviors of preservice teachers who are at risk for failure of state certification examinations through use of a scale adapted to the arena of teacher education, the Preservice Teacher Help Seeking Scales (PTHSS). In the past, self-report measures of help seeking behavior patterns have been…

Second Career Teachers and (Mis)Recognitions of Professional Identities

ERIC Educational Resources Information Center

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…

The Investigation of Teachers' Metaphoric Perceptions about Professional Development

ERIC Educational Resources Information Center

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…

Preparing "Professional" Science Teachers: Critical Goals.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

This paper focuses on pre-service teacher education and elaborates on the critical importance of three attributes to the development of professional science teachers: (1) science teachers must be reflective practitioners of their profession; (2) all instructional practice and decisions of science teachers must be backed by a research-based…

Perception of Teacher Education and Professional Identity among Novice Teachers

ERIC Educational Resources Information Center

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

2010-01-01

This study examines student teachers' perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a…

What Does Professional Rank Mean to Teachers? A Survey of the Multiple Impacts of Professional Rank on Urban and Rural Compulsory Education Teachers

ERIC Educational Resources Information Center

Yuyou, Qin; Wenjing, Zeng

2018-01-01

Professional rank is an important indicator of the professional capacity of compulsory education teachers. A rational professional rank evaluation system plays an important role in mobilizing the enthusiasm of teachers, improving the overall quality of teachers, and promoting the development of education. Based on stratified random sample data…

Teachers Talking about Writing Assessment: Valuable Professional Learning?

ERIC Educational Resources Information Center

Reid, Lesley

2007-01-01

This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing…

Perspectives on Opportunities and Challenges for the National Board for Professional Teaching Standards and Certification.

ERIC Educational Resources Information Center

Kaye, Candace; Symcox, Linda; Whitney, Linda; Isbell, Lisa

2003-01-01

Introduces a theme issue concerning the National Board for Professional Teaching Standards (NBPTS) and certification, presenting a brief history of the NBPTS and reviewing the collection of articles, which highlight such issues as moving toward a research agenda, social and cultural contexts of NBPTS certification, NBPTS certification and special…

A Study of SATP Scores and Principals' Perceptions for Traditional and Alternate Routes to Teacher Certification

ERIC Educational Resources Information Center

Moore, Eddie Eugene

2012-01-01

This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the…

Alternative Certification and Retention of Secondary Math and Science Teachers: A Study Based on "SASS/TFS"

ERIC Educational Resources Information Center

Tai, Robert H.; Liu, Christine Qi; Fan, Xiato

2006-01-01

In light of shortages of mathematics and science teachers, alternative certification was introduced in the mid-1980s. This study examined the effect of alternative certification among math and science teachers who moved to a different school or left the profession. This was accomplished using the national "SASS" and "TFS"…

Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

ERIC Educational Resources Information Center

Saka, Yavuz

2013-01-01

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

Beyond the Four Walls: Teacher Professionalism in Action.

ERIC Educational Resources Information Center

Harrington, Diane

In the spring of 1986 the United Federation of Teachers and the Edwin Gould Foundation for Children embarked on a six-month study, visiting schools and talking with staff about what comprises and influences teacher professionalism. This booklet presents nine case studies that illustrate teacher professionalism in actual New York City public school…

Applying Constructionist Principles to Online Teacher Professional Development

ERIC Educational Resources Information Center

Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

2011-01-01

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…

Job Satisfaction, Self-Efficacy, Burnout, and Path of Teacher Certification: Predictors of Attrition in Special Education Teachers

ERIC Educational Resources Information Center

Johnson, Bradley W.

2010-01-01

This study investigated the constructs of job satisfaction, self-efficacy, burnout and path of certification in relation to attrition of special education teachers. A correlational, predictive design assessed the five facets of the abridged Job Descriptive Index and the abridged Job in General survey, the factors of the Teacher Self-Efficacy…

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

Impact of Professional Development Programs for Teachers of the Gifted

ERIC Educational Resources Information Center

Vidergor, Hava E.; Eilam, Billie

2011-01-01

The aim of the present study was to assess the impact of the Israeli certification program for teachers of gifted children. Pre- and post-tests addressed Israeli teachers' perceptions of unique teaching-learning situations in pullout centers, the desired characteristics of teachers of the gifted, as well as knowledge of gifted and instructional…

Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers.

ERIC Educational Resources Information Center

Adajian, Lisa Byrd

1996-01-01

Reviews research on importance of strong professional communities for supporting reform. National Center for Research in Mathematical Sciences Education (NCRMSE) found significant correlation between teachers' professional community and reformed mathematics instruction. Urban Mathematics Collaboratives (UMC), Quantitative Understanding: Amplifying…

Networked Teacher Professional Development: The Case of Globaloria

ERIC Educational Resources Information Center

Whitehouse, Pamela

2011-01-01

The purpose of this paper is to explore a teacher professional development program embedded in a networked learning environment, and to offer an emerging model and analytic matrix of 21st century teacher professional development. The Globaloria program is based on theories of learning by design and facilitates teachers and students as they create…

Strategies for Improving Power in School-Randomized Studies of Professional Development.

PubMed

Kelcey, Ben; Phelps, Geoffrey

2013-12-01

Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has suggested that they may be challenging to conduct in professional development studies because well-powered designs will typically require large sample sizes or expect large effect sizes. Using teacher knowledge outcomes in mathematics, we investigated when and the extent to which there is evidence that covariance adjustment on a pretest, teacher certification, or demographic covariates can reduce the sample size necessary to achieve reasonable power. Our analyses drew on multilevel models and outcomes in five different content areas for over 4,000 teachers and 2,000 schools. Using these estimates, we assessed the minimum detectable effect sizes for several school-randomized designs with and without covariance adjustment. The analyses suggested that teachers' knowledge is substantially clustered within schools in each of the five content areas and that covariance adjustment for a pretest or, to a lesser extent, teacher certification, has the potential to transform designs that are unreasonably large for professional development studies into viable studies. © The Author(s) 2014.

Professional development for science teachers.

PubMed

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.

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes

ERIC Educational Resources Information Center

Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy

2012-01-01

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…

Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

ERIC Educational Resources Information Center

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…

Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids.

ERIC Educational Resources Information Center

Ng, Jennifer C.

2003-01-01

Examines the impact of teacher recruitment approaches via university-based and alternative certification programs. Asserts that traditional and alternative certification efforts are by themselves limited in their potential to address the problem of teacher shortages in urban schools. Suggests that an organizational view of schools, which looks…

Teacher Activist Organizations and the Development of Professional Agency

ERIC Educational Resources Information Center

Quinn, Rand; Carl, Nicole Mittenfelner

2015-01-01

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

The Factors that Affect Science Teachers' Participation in Professional Development

NASA Astrophysics Data System (ADS)

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

Can Early Careers Teachers Be Teacher Leaders? A Study of Second-Year Trainees in the Teach First Alternative Certification Programme

ERIC Educational Resources Information Center

Muijs, Daniel; Chapman, Chris; Armstrong, Paul

2013-01-01

The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to…

Teacher Professional Development that Makes an Impact

NASA Astrophysics Data System (ADS)

Borrego, H.; Ellins, K. K.

2012-12-01

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

Moving Past the Politics: How Alternative Certification Can Promote Comprehensive Teacher Development Reforms.

ERIC Educational Resources Information Center

Roach, Virginia; Cohen, Benjamin A.

The debate over how to prepare a new generation of teachers has reached a fever pitch in education and policy communities. This policy brief takes the viewpoint that quality alternative certification programs (ACPs) offer ways to develop a broader pool of prospective teachers while helping states address concerns about teacher development,…

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

ERIC Educational Resources Information Center

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,…

The National Board Certification Portfolio Process and Its Influence on Teacher Reflection

ERIC Educational Resources Information Center

Palmer, Jennifer L.

2012-01-01

This study examined the types of teacher reflections and the changes in reflective levels as 15 candidates for National Board Certification worked through the portfolio process. This study also examined how the portfolio requirements and mentoring from candidate support providers helped teachers deepen their levels of reflection. Study findings…

Autobiographical Reflections for Teacher Professional Learning

ERIC Educational Resources Information Center

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…

Foreign Language Teachers' Professional Development in Information Age

NASA Astrophysics Data System (ADS)

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.

Teacher Professionalism: The Wrong Conversation.

ERIC Educational Resources Information Center

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.…

Do less effective teachers choose professional development does it matter?

PubMed

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.

Focus on Teacher Education in Reading.

ERIC Educational Resources Information Center

Denton, David R.

Teachers and administrators often note that preservice programs do not prepare future teachers adequately to teach reading. Several Southern Regional Education Board (SREB) states have addressed this problem. In 1997, the Georgia Professional Standards Review Commission began examining reading certification requirements and found that most teacher…

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

PubMed

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.

Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.

ERIC Educational Resources Information Center

Norton, Priscilla; Sprague, Debra

Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.…

Providing Support for Rural Teachers of Students with Low Incidence Disabilities Who Are Completing the Kentucky Teacher Internship Program

ERIC Educational Resources Information Center

Abell, Michael; Collins, Belva C.; Kleinert, Harold; Pennington, Robert

2014-01-01

The Education and Professional Standards Board (EPSB) is the governing organization for teacher certification in Kentucky. According to the EPSB (2013a), only three institutions of higher education in the state (i.e., Morehead State University, University of Kentucky, University of Louisville) offer an approved alternate certificate program in…

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

ERIC Educational Resources Information Center

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…

Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

ERIC Educational Resources Information Center

Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

2018-01-01

Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

A Design Framework for Online Teacher Professional Development Communities

ERIC Educational Resources Information Center

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…

Measuring the Professional Identity of Hong Kong In-Service Teachers

ERIC Educational Resources Information Center

Cheung, Hoi Yan

2008-01-01

A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method. Based on various studies, one of the ways of understanding the…

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

ERIC Educational Resources Information Center

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…

The Implementer Disposition of Teacher Certification Policy in Indonesia

ERIC Educational Resources Information Center

Malkab, Marnih; Nawawi, Juanda; Mahmud, Alimuddin; Sujiono, Eko Hadi

2015-01-01

This research aims to examine and analyze the implementers disposition in the implementation of teacher certification policy in Makassar City and to know how is the disposition affects in successful implementation policy. This research is descriptive by using a qualitative approach. Sources of data in this study are primary data from the…

MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2018-01-01

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…

Codification and Validation of Professional Development Questionnaire of Teachers

ERIC Educational Resources Information Center

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…

A Model for the Development an Upper-Division Marketing Certificate Program: Professional Sales.

ERIC Educational Resources Information Center

Grahn, Joyce L.

The sequential components of a model for the development of an upper-division marketing certificate program in professional sales are described in this report as they were implemented at the University of Minnesota's General College during Fall 1980. After introductory material examining the responsibilities of the professional sales…

Professionally Present--Highlighting the Temporal Aspect of Teachers' Professional Judgment

ERIC Educational Resources Information Center

Frelin, Anneli

2014-01-01

Novice teachers need to develop their professional judgment. Teaching is performed in the face of imperfect, complex but above all continuously emergent situations. These matters have not received adequate attention in theories relating to professional judgment and professionality in teaching or in the contemporary discourse of education policy.…

Segments and Stutters: Early Years Teachers and Becoming-Professional

ERIC Educational Resources Information Center

Fairchild, Nikki

2017-01-01

There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of…

The impact of telecommunications on science teacher professional development

NASA Astrophysics Data System (ADS)

Hatton, Mary E.

National education reform places emphasis on teachers moving towards empowering themselves and accepting responsibility for their own professional growth. Successful teacher in-service programs foster professional development by providing support in the school context (Baird, Ellis and Kuerbis, 1989; Lieberman, 1990). Research on national reform indicates that many teachers rely on communities of networks to sustain the assistance they need (McLaughlin & Talbert, 1993). Communities of teachers develop relationships with one another to enhance their personal and professional development while collaborating with colleagues (Lieberman, 1990). However, teachers within a school or the same district rarely have opportunities for collegial interactions because of schedules, lack of support for such interactions, or lack of interest among colleagues. This research study evaluates teachers interacting as a community via the Internet. Internet technology overcomes geographic barriers and time constraints, which limit the effectiveness of professional development programs (Gal, 1993). The communication opportunities in a network, together with the coordination of program staff, create an environment that provides teachers with support following a summer program (Gal, 1993). This case study examines the structure and change in three groups of science teachers who attended summer institutes and maintained interactions through a commercial network. The activities and interactions among members in the group, and the ways in which the members interacted with one another to create a community were studied. The network provided opportunities to interact with colleagues, both privately and publicly. Dialogue from these interactions were analyzed to determine patterns of teacher discourse that evolved following an in-service program. Teachers requested support for using program materials, shared experiences, shared resources, interacted socially, and reflected on their practice. This

The Impacts of the Annual Professional Performance Review in New York State: Science Teachers' and Administrators' Perspectives

NASA Astrophysics Data System (ADS)

Mintz, Jessica A.

The goal of this study was to investigate New York State’s Annual Professional Performance Review (APPR) from the perspectives of secondary science teachers and their administrators. Examining their perceptions through interviews was insightful due to the subjects’ proximity to the teaching and learning processes. Five science teacher/administrator pairs from selected school districts were interviewed; all had varied ranges of experience and content certifications. The study also investigated the unintended consequences the teachers and administrators experienced using the APPR system. This phenomenological research study lays the groundwork for making policy recommendations for science teacher evaluations. The goal was to examine teacher and administrator perceptions, the clarity and practicality of teacher evaluation reforms, as well as how motivational theory might incentivize teacher change through future reform efforts. Provisional coding was used in this study based upon prior research. The list of codes was generated using motivational theories applied to the design of teacher evaluation policy and reform implementation constructs. Although the science teachers agreed with the importance of being evaluated, they generally viewed aspects of the process of quantifying their effectiveness as unclear, unfair, and flawed. The science teachers indicated that student variations in ability and performance were not considered when APPR was established. The science teachers recommended that the focus of teacher evaluations should be on content specific professional development. They proposed the establishment of peer review systems, teacher collaboration networks, and self-reflection documentation as means to improve their science teaching practices. The administrators agreed that accountability was important, however, holding individual teachers accountable for student outcomes was not reliably measured through the APPR process. They recommended other forms of

Enabling Adaptive System Leadership: Teachers Leading Professional Development

ERIC Educational Resources Information Center

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…

TVET Teacher Professionalism in Leadership Personality Formation

ERIC Educational Resources Information Center

Muhammad, Siti Nur Hidayah; Jaafar, Siti Norain

2015-01-01

This study aims to look at the professionalism of teachers in Technical and Vocational Education and their role as teachers. Applying leadership personality drove to the skills of the teachers. Therefore, this article is important in helping the teachers TVET build basic knowledge with respect to the leadership personality who should be planted…

Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

ERIC Educational Resources Information Center

Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

2015-01-01

The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional…

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

NASA Astrophysics Data System (ADS)

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

Teacher Perspectives on Literacy and Mathematics Professional Development

ERIC Educational Resources Information Center

Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

2018-01-01

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

Reforming Professional Development: Focusing on Teachers' Practices

ERIC Educational Resources Information Center

Leach, Laura M.

2012-01-01

The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional…

An Analysis of the Efficacy Beliefs of Special Education Teachers Completing the Alternative versus the Traditional Certification Programs

ERIC Educational Resources Information Center

Beasley, Thomas Hunter

2012-01-01

This study investigated the efficacy beliefs of two groups of special education teachers who had completed certification requirements in mild/moderate disabilities. The first group included 26 special education teachers who had completed an alternative certification program at a midsize public university in Louisiana between 2003 and 2008. The…

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

Appendix C: Background and Methodology for Alternative Certification Pilot. [2014 Teacher Prep Review

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. As part of the "Review," this appendix reports on a pilot study of new standards for assessing the quality of alternative certification programs. Background and methodology for alternative…

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

Enabling/Disabling English Teachers' Identities as Innovative Professionals

ERIC Educational Resources Information Center

Kempe, Elspeth; Reed, Yvonne

2014-01-01

In the extensive literature on teacher professional development, very little attention has been paid to the role of post-graduate study groups, or to the role of on-going professional conversations, in constituting and sustaining teachers' identities as innovative professionals. The purpose of this article is to suggest that on-going…

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2014 CFR

2014-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2012 CFR

2012-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2010 CFR

2010-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2011 CFR

2011-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2013 CFR

2013-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

ERIC Educational Resources Information Center

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…

Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

ERIC Educational Resources Information Center

Lloyd, Margaret; Davis, James P.

2018-01-01

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

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

ERIC Educational Resources Information Center

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…

Professional development and teacher impacts: The NSF GK-12 experience

NASA Astrophysics Data System (ADS)

Camasta, Susan Fullett

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

In the Round: Supporting Teachers' Authentic Professional Learning

ERIC Educational Resources Information Center

Strand, Matt

2013-01-01

This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds,…

Teachers' Beliefs about Using a Professional Development Plan

ERIC Educational Resources Information Center

Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan

2013-01-01

Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how use is…

The Leverage of National Board Candidacy: An Exploration of Teacher Learning

ERIC Educational Resources Information Center

Hunzicker, Jana

2008-01-01

The vast majority of teachers who engage in the process of National Board certification describe it as the best professional development they have ever experienced - even when they do not achieve the certification. Learning leverage, an interactive dynamic characterized by rigor, reward, and risk, is what makes the certification process such a…

Combining Marriage and Career: The Professional Adjustment of Marital Teachers

ERIC Educational Resources Information Center

Rizvi, Afroz Haider

2016-01-01

In the paper, the researcher attempted to assess Professional Adjustment status and level of teachers according to their marital status on a sample of 792 teachers. Teachers have been classified into two categories viz. married and unmarried. To evaluate the status of professional adjustment of teachers, a tool viz. "Manual on Teachers…

Going Back to School: Why STEM Professionals Decide to Teach through Alternative Certification Programs

ERIC Educational Resources Information Center

Morettini, Brianne W.

2014-01-01

Prompted by the emergence of alternative pathways to teacher certification as well as federal, state, and local policy directives aimed at raising student achievement, this study explores the extent to which prospective teachers' reasons to teach have or have not changed since before the enactment of such changes in public schools. In addition,…

What the Research Says about Alternative Teacher Certification Programs. Information Capsule. Volume 1104

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed…

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

ERIC Educational Resources Information Center

Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

2005-01-01

Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

Editor's Perspective Article: Alternative Certification Teachers--Strategies for the Transition to a New Career

ERIC Educational Resources Information Center

Evans, Brian R.

2015-01-01

New teachers who are prepared to teach through alternative certification pathways may find the transition to a new career stressful and tumultuous. There are techniques that can be used to help make the transition easier on new teachers as they begin their new careers. This article explores several strategies for new teachers, which include…

Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

ERIC Educational Resources Information Center

Mantei, Jessica; Kervin, Lisa

2011-01-01

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006

ERIC Educational Resources Information Center

Hezel Associates (NJ1), 2007

2007-01-01

PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,…

Head Start Classroom Teachers' and Assistant Teachers' Perceptions of Professional Development Using a Learn Framework

ERIC Educational Resources Information Center

Nasser, Ilham; Kidd, Julie K.; Burns, M. Susan; Campbell, Trina

2015-01-01

This study investigates early childhood education teachers' and assistant teachers' views about a year-long professional development model that focuses on developing intentional teaching. The study shares the results of interviews conducted with the teachers at the end of the implementation of a one-year experimental professional model in Head…

Relational Dynamics in Teacher Professional Development

ERIC Educational Resources Information Center

Finkelstein, Carla

2013-01-01

Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

Measuring Characteristics of Teacher Professional Development

ERIC Educational Resources Information Center

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…

Teachers' Professional Lives and Continuing Professional Development in Changing Times

ERIC Educational Resources Information Center

Tang, Sylvia Yee Fan; Choi, Pik Lin

2009-01-01

This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

Preliminary Analysis Report: Construct Validity Study of the National Board for Professional Teaching Standards.

ERIC Educational Resources Information Center

Bond, Lloyd; Smith, Tracy; Baker, Wanda K.

This study examined (1) whether students taught by National Board for Professional Teaching Standards (NBPTS)-certified teachers would produce higher quality work than students of teachers who attempted NBPTS certification but were not certified; (2) whether the observed classroom behaviors of NBPTS-certified teachers would be demonstrably…

Sensing as an Ethical Dimension of Teacher Professionality

ERIC Educational Resources Information Center

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.…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Quality professional development for secondary science teachers

NASA Astrophysics Data System (ADS)

Mchazlett, Dwight Henry, Jr.

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 problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

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

ERIC Educational Resources Information Center

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…

Success Story: The Impact of National Board Certification[R] in Charlotte-Mecklenburg Schools. [Videotape].

ERIC Educational Resources Information Center

National Board for Professional Teaching Standards, Arlington, VA.

This videotape describes the impact of National Board for Professional Teaching Standards (NBPTS) certification within North Carolina's Charlotte-Mecklenburg Schools. It begins with the story of an at-risk student who attributes his success to having had an NBPTS certified teacher in 5th grade. The teacher tutored him, paired him with a mentor,…

Experiences of Successful Novice Alternative Certification Teachers in Rural School Districts

ERIC Educational Resources Information Center

Mariani, Tamari L.

2015-01-01

This phenomenological narrative study investigated the perceptions of successful experiences of novice alternative certification teachers in Northeast Texas rural school districts. The five questions that guided the research examined participant's personal characteristics, classroom strategies, administrative support, challenges to overcome for…

An evaluation of a professional learning network for computer science teachers

NASA Astrophysics Data System (ADS)

Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

2017-01-01

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices.

The Arctic Climate Modeling Program: Professional Development for Rural Teachers

ERIC Educational Resources Information Center

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…

Teachers' Professional Learning Goals in Relation to Teaching Experience

ERIC Educational Resources Information Center

Louws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H.

2017-01-01

In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience…

Teachers as Learners: Implications of Adult Education for Professional Development

ERIC Educational Resources Information Center

Beavers, Amy

2009-01-01

Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

Willcuts, Meredith H.

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, participatedmore » 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.« less

Critical Conditions: What Teacher Leaders Need to Be Effective in School

ERIC Educational Resources Information Center

Berg, Jill Harrison; Bosch, Christina A.; Souvanna, Phomdaen

2013-01-01

The "Boston Teacher Leadership Certificate" program was designed in 2010 to build Boston's teachers to be stronger professional resources for one another, their schools, and district reform. The program's key strategy has been supporting experienced teacher leaders to design and facilitate graduate-level leadership development courses…

Productive Pedagogies and Teachers' Professional Learning in Physical Education

ERIC Educational Resources Information Center

Bowes, Margot; Tinning, Richard

2015-01-01

This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

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

ERIC Educational Resources Information Center

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…

Spatialised Metaphors of Practice: How Teacher Educators Engage with Professional Standards for Teachers

ERIC Educational Resources Information Center

Ryan, Mary; Bourke, Terri

2018-01-01

Pre-service teacher educators, both nationally and internationally, must negotiate a plethora of expectations including using Professional Standards to enhance teacher quality. In Australia, the recent Teacher Education Ministerial Advisory Group (TEMAG) report highlighted weak application of Standards in Initial Teacher Education (ITE). However,…

Teacher Evaluation To Enhance Professional Practice.

ERIC Educational Resources Information Center

Danielson, Charlotte; McGreal, Thomas L.

This book shows how a school district's local teacher evaluation committee can design evaluation systems in which educators can achieve the dual purposes of accountability and professional development and even merge these purposes. A structural framework for designing the evaluation is proposed that locates teachers in one of three tracks: the…

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

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

Female professional divers. Similarities and differences between male and female professional divers.

PubMed

Irgens, Ågot; Troland, Kari; Grønning, Marit

2017-01-01

The aim of the present study was to explore the potential differences between female and male professional divers with regards to demographics, diving certificates, areas of diving, diving activity and health effects. The Norwegian Labour Inspection Authority's Diving certificate register contains data on all professional inshore divers who have held a certificate at any time since 1980. Forty nine per cent of these divers responded to the "Norwegian diver 2011" questionnaire. Of these divers 64 female and 1327 male divers completed the questionnaire about their professional diving career, certificate, year of onset and the year they stopped diving professionally if they were not still active in the diving industry. The level of general education was higher among female divers. More males than females were fully certified in diving. The mean age was lower among female than male fully certified divers. Fully certified female divers reported a lower total number of dives, shallower dives and diving for a shorter period of time than the male divers. They also had a lower percentage of work within the quay/construction sector and more often worked as teachers/instructors. A lower percentage of fully certified females than males had experienced decompression sickness (16.7% vs. 26.9%). Life-threatening events and psychologically challenging events were less common among females, as were adverse health effects. No such gender differences were seen for divers with a restricted certificate. The fully certified, female professional divers in our study had a very short diving career, reported fewer and shallower dives, and chose less physically demanding jobs than their male counterparts. They also had a higher level of education, reported less health problems and a better quality of life. The health effects seem to be related to the type of work rather than to gender.

Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

Teachers' Professional Discretion and the Curricula

ERIC Educational Resources Information Center

Boote, David N.

2006-01-01

At the heart of many current debates about curriculum and curriculum policy is an inadequately conceptualized and articulated notion of teachers' professional discretion. This paper begins to detail a normative and descriptive theory of the social and individual conditions required for the development of professional discretion. A better…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

ERIC Educational Resources Information Center

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…

Helping Teachers Help Themselves: Professional Development That Makes a Difference

ERIC Educational Resources Information Center

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…

A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

ERIC Educational Resources Information Center

Tupou, Samuel F.

2013-01-01

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…

Beyond PD: Teacher Professional Learning in High-Performing Systems. Teacher Quality Systems in Top Performing Countries

ERIC Educational Resources Information Center

Jensen, Ben; Sonnemann, Julie; Roberts-Hull, Katie; Hunter, Amélie

2016-01-01

This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their…

Professional Development: Implications for Illinois Career and Technical Education Teachers

ERIC Educational Resources Information Center

Drage, Karen

2010-01-01

Teacher turnover inhibits student achievement, and professional development can reduce the onset of teachers leaving the profession (The Center for Comprehensive School, 2007). No Child Left Behind and the new Perkins Act have redefined teacher professional development. In Illinois, according to the Illinois State Board of Education (n.d.),…

Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers

ERIC Educational Resources Information Center

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance…

Teacher Research as Professional Development for P-12 Music Teachers

ERIC Educational Resources Information Center

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…

An Alternative Avenue to Teacher Certification: A Cost Analysis of the Pathways to Teaching Careers Program.

ERIC Educational Resources Information Center

Rice, Jennifer King; Brent, Brian O.

2002-01-01

Analyzes cost effectiveness of the Pathways to Teaching Careers, a program that supports an alternative route to university-based teacher certification primarily for noncertified teachers, paraprofessionals, and Peace Corps volunteers. (PKP)

Schooling Teachers: Professionalism or Disciplinary Power?

ERIC Educational Resources Information Center

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,…

CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

ERIC Educational Resources Information Center

Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh

2016-01-01

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

Professional Re-Accreditation: Constructing Educational Policy for Career-Long Teacher Professional Learning

ERIC Educational Resources Information Center

Watson, Cate; Fox, Alison

2015-01-01

Competence as a measure of "fitness to practice" and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.).…

The Impact of In-Service Technology Training Programmes on Technology Teachers

ERIC Educational Resources Information Center

Gumbo, Mishack; Makgato, Moses; Muller, Helene

2012-01-01

The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

Professional Development Experiences of Alternatively Certified Career and Technical Education Teachers in North Carolina

ERIC Educational Resources Information Center

Welfare, Rhonda Marie

2013-01-01

In an effort to increase the quantity and quality of available teachers, states have begun to offer alternate methods of teacher certification. This means that in addition to traditional teacher training, which involves graduation from an accredited teacher-education institution, states provide alternate routes to enable teachers to transition to…

"CLASS Professional Standards" for K-12 Chinese Language Teachers

ERIC Educational Resources Information Center

Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

2007-01-01

"CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

Teacher Professional Learning: Developing with the Aid of Technology

ERIC Educational Resources Information Center

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…

Teacher Professionalization in the Age of Social Networking Sites

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Teachers' Professional Identity: Contributions of a Critical EFL Teacher Education Course in Iran

ERIC Educational Resources Information Center

Abednia, Arman

2012-01-01

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers' professional identity reconstruction. Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator's reflective journals were analyzed as guided…

In Support of Teachers' Learning: Specifying and Contextualising Teacher Inquiry as Professional Practice

ERIC Educational Resources Information Center

Hardy, Ian

2016-01-01

Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers' learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers' learning. Specifically, the research reveals how…

Considering Professional Identity to Enhance Agriculture Teacher Development

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

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

Literacy-Related Professional Development Preferences of Secondary Teachers

ERIC Educational Resources Information Center

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…

Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development

ERIC Educational Resources Information Center

Swennen, Anja; Jones, Ken; Volman, Monique

2010-01-01

In this article we address the question: "What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?" Like other professional identities, the identity of teacher educators is a construction of various…

Professional Identity Tensions of Beginning Teachers

ERIC Educational Resources Information Center

Pillen, Marieke; Beijaard, Douwe; den Brok, Perry

2013-01-01

This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3)…

Mediating Artifact in Teacher Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2015-01-01

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…

The Teacher as a Service Professional

ERIC Educational Resources Information Center

Myers, Donald A.

2008-01-01

The belief that teachers are professionals has become so pervasive during the past one third century that it is increasingly viewed as a fact. This article reviews the 13 characteristics of a profession advanced by sociologists of occupations, and it provides evidence that teachers fall far short of achieving them. However, it is noteworthy that…

Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development

ERIC Educational Resources Information Center

Shaffer, LaShorage; Thomas-Brown, Karen

2015-01-01

The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative…

Alternative Certification: Can the Problems of Urban Education Be Resolved by Traditional Teacher Education?

ERIC Educational Resources Information Center

Haberman, Martin

1992-01-01

To adequately prepare effective teachers for urban schools, traditional university-based programs of teacher education need to make serious structural and content changes. This article offers 16 assertions about specific changes that are needed and maintains that, in many alternative certification programs, most of the 16 assertions are…

Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel

2013-01-01

This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers…

Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers

ERIC Educational Resources Information Center

Finsterwald, Monika; Wagner, Petra; Schober, Barbara; Luftenegger, Marko; Spiel, Christiane

2013-01-01

Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective…

Teacher Recertification: A Historical Analysis of the Illinois Process

ERIC Educational Resources Information Center

Brodbeck, Nancy Negley

2009-01-01

License renewal and recertification have long been standard practice in service professions. Ten years ago, a new law called for policy revision and mandated that Illinois teachers acquire continuing professional development to maintain certification. This study provides a historical perspective of the Illinois teacher recertification process,…

Professional Development and Teacher Change: The Missing Leadership Link

ERIC Educational Resources Information Center

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…

Creating Highly Qualified Teachers: Maximizing University Resources to Provide Professional Development in Rural Areas

ERIC Educational Resources Information Center

Mollenkopf, Dawn L.

2009-01-01

The "highly qualified teacher" requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary…

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

ERIC Educational Resources Information Center

Molle, Daniella

2010-01-01

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

Professional Standards for Physical Education Teachers' Professional Development: Technologies for Performance?

ERIC Educational Resources Information Center

Macdonald, Doune; Mitchell, Jane; Mayer, Diane

2006-01-01

Background: The widespread and diverse models of professional standards for teaching raise questions with respect to the need to provide teachers with a pathway for continuing professional development balanced with the public nature of surveillance and accountability that may accompany standards. Ways of understanding technologies of power in…

Developing National Board Certified Teachers in North Carolina: A Journey from the Classroom to Leadership

ERIC Educational Resources Information Center

Bunch, Audrey Worrell

2012-01-01

This qualitative study examined a culture of teacher leadership that has evolved in North Carolina over the past 20 years, conveying the professional journey of teachers who had moved out of the classroom into other educational leadership roles after attainment of National Board for Professional Teaching Standards (NBPTS) certification. The study…

Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction

ERIC Educational Resources Information Center

Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane

2015-01-01

Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special…

The role of CT in professionalism: accreditation, certification and the welfare of our children.

PubMed

Frush, Donald P

2011-09-01

Defining, measuring and promoting professionalism in medicine, including radiology, has been increasingly emphasized by organizations such as ACGME, the ACR and ABR. It is clear that we as imaging experts have as an ultimate responsibility the welfare of our patients. This is the essence of professionalism, and major societies such as the ACR, ABR and RSNA are embracing professionalism through ongoing safety and training efforts. Some of those efforts in accreditation of equipment and certification of medical professionals will be discussed.

Professional Development Needs of Online Teachers

ERIC Educational Resources Information Center

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…

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

Prospective Teachers' Ideas about Teacher Recruitment and Their Professional Future

ERIC Educational Resources Information Center

Sahin, Idris

2011-01-01

This research aimed to reveal how prospective teachers viewed their professional future and to discern how their lives would be affected in case they were not recruited as teachers. The research was conducted on senior students at Buca Faculty of Education. The sample of the research consisted of 149 senior students, including 82 girls and 67…

Teacher Educators' Professional Development: Towards a Typology of Teacher Educators' Researcherly Disposition

ERIC Educational Resources Information Center

Tack, Hanne; Vanderlinde, Ruben

2014-01-01

Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher…

A Framework for Professional Ethics Courses in Teacher Education

ERIC Educational Resources Information Center

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…

Professional Development Needs of English Language Teachers in Malaysia

ERIC Educational Resources Information Center

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

2011-01-01

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

Transfer of Online Professional Learning to Teachers' Classroom Practice

ERIC Educational Resources Information Center

Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

What Drives Teachers to Improve? The Role of Teacher Mindset in Professional Learning

ERIC Educational Resources Information Center

Gero, Greg Philip

2013-01-01

Teacher quality has received increasing focus over the past decade, yet, by some measures, teachers rarely improve after their first few years of teaching, and not all teachers seem driven to improve. Traditional models of professional learning have emphasized the processes that teachers take part in as a facilitator of their improvement. Research…

Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers

ERIC Educational Resources Information Center

Bechtel, Pamela A.; O'Sullivan, Mary

2006-01-01

There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

Indigenizing Teacher Professional Development: Anticipating the Australian Professional Standards for Teachers in Australia

ERIC Educational Resources Information Center

Rhea, Zane Ma

2012-01-01

It is the Australian Government's intention that all teachers will have, as a minimum, a proficient level of demonstrable professional expertise in both Aboriginal and Torres Strait Islander Education and Australian Aboriginal and Torres Strait Islander Studies. A raft of government policies are giving shape to the engagement of the Australian…

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

ERIC Educational Resources Information Center

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…

A Quest for Legitimacy: On the Professionalization Policies of Sweden's Teachers' Unions

ERIC Educational Resources Information Center

Lilja, Peter

2014-01-01

The aim of this article is to contribute to the ongoing discussion on teacher professionalism by analyzing the professional strategies of Sweden's two teachers' unions from an organizational perspective. Drawing on institutional theory, the article argues that the teachers' unions' focus on strategies of professionalization has as much to do with…

Perceptions of Early Childhood Education Professionals on Teacher Leadership in Finland

ERIC Educational Resources Information Center

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…

Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

ERIC Educational Resources Information Center

Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

2017-01-01

The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

Signature Pedagogies in Support of Teachers' Professional Learning

ERIC Educational Resources Information Center

Parker, Melissa; Patton, Kevin; O'Sullivan, Mary

2016-01-01

Signature pedagogies [Shulman, L. 2005. "Signature pedagogies in the professions." "Daedalus" 134 (3): 52--59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development…

Professional Development Urban Schools: What Do Teachers Say?

ERIC Educational Resources Information Center

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…

"But How Long Will They Stay?" Alternative Certification and New Teacher Retention in an Urban District

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Vaughn, E. Sidney, III

2007-01-01

This study compares the retention rates of urban teachers in the Baltimore City Public School System who were recruited through a federal program called Teach for America (TFA) and selected alternative certification programs, with those of certified teachers and teachers who do not possess regular teaching credentials. The authors researched…

"That's Not Treating You as a Professional": Teachers Constructing Complex Professional Identities through Talk

ERIC Educational Resources Information Center

Cohen, Jennifer L.

2008-01-01

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and…

Professional Learning Networks Designed for Teacher Learning

ERIC Educational Resources Information Center

Trust, Torrey

2012-01-01

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have…

Study Guide for Teacher Certification Test in Speech and Language Pathology.

ERIC Educational Resources Information Center

Umberger, Forrest G.

This study guide is designed for individuals preparing to take the Georgia Teacher Certification Test (TCT) in speech and language pathology. The test covers five subareas: (1) fundamentals of speech and language; (2) speech and language disorders; (3) related handicapping conditions; (4) hearing impairment; and (5) program management and…

Phenomenological Analysis of Professional Identity Crisis Experience by Teachers

ERIC Educational Resources Information Center

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…

Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Forty-Ninth Edition, 1984-85.

ERIC Educational Resources Information Center

Burks, Mary P.

This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by the following regional and national associations: Middle…

Professional Dialogue, Reflective Practice and Teacher Research: Engaging Early Childhood Pre-Service Teachers in Collegial Dialogue about Curriculum Innovation

ERIC Educational Resources Information Center

Simoncini, Kym M.; Lasen, Michelle; Rocco, Sharn

2014-01-01

While embedded in teacher professional standards and assumed aspects of teacher professionalism, willingness and ability to engage in professional dialogue about practice and curriculum initiatives are rarely examined or explicitly taught in teacher education programs. With this in mind, the authors designed an assessment task for pre-service…

A Co-operative Training Scheme for Part-Time Teachers of Adults: A Pilot Course for Stage III Certification

ERIC Educational Resources Information Center

Bestwick, Dennis; Chadwick, Alan

1977-01-01

Describes the cooperative venture of a university in London, England and a local education agency (LEA) in which a pilot training program was established and offered to part-time teachers of adults seeking third stage certification (certification associated with an institution of higher education as opposed to certification through LEAs and…

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

NASA Astrophysics Data System (ADS)

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.

An Open Letter to Deans of Teacher Education and Directors of Teacher Certification on Performance-Based Teacher Education/Certification (Is It a "No Exit" Syndrome?) AFT QuEST Paper No. 14.

ERIC Educational Resources Information Center

Bhaerman, Robert D.

This open letter focuses on performance-based teacher education and certification (PBTE/C). The first section of the letter deals with anxieties about PBTE/C and about some of the people who have brought about this innovation. It comprises a survey. The second part of the paper makes various recommendations: a) the establishment of an independent…

Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

ERIC Educational Resources Information Center

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'…

Professionalization and Exclusion in ESL Teaching

ERIC Educational Resources Information Center

Breshears, Sherry

2004-01-01

As ESL/EFL teachers, how do we fit into the spectrum between unskilled workers and highly trained professionals? This article examines three features of the traditional professions and applies them to the ESL/EFL context. It considers problems with the lack of mandatory standardized certification, critically assesses attachment to the university,…

National Board Certification and Teacher Effectiveness: Evidence from Washington State

ERIC Educational Resources Information Center

Cowan, James; Goldhaber, Dan

2016-01-01

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS-certified teachers are about 0.01-0.05…

Mission and Professionalism: What Teachers Can Do.

ERIC Educational Resources Information Center

Ause, John

1985-01-01

The growing teacher shortage and increasing bureaucratization of schools make it imperative that new means be developed to make teaching more attractive as a profession. Teacher organizations, professional newsletters, informal discussion groups, networking, ad hoc pressure groups, and alternative schools might provide some route to reform. (KH)

A Case Study of the Approach to Teaching and to Technology of Three New Teachers in an Alternative Teacher Certification Program

ERIC Educational Resources Information Center

O'Connor, Eileen A.

2007-01-01

The Master of Arts in Teaching program at Empire State College, a new alternative teacher certification program focused on bringing career-changing adults to high-needs schools, provides a unique opportunity to understand the challenges facing new teachers, in their content area and in their use of technology. This article describes aspects of…

Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

ERIC Educational Resources Information Center

Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

2013-01-01

Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

Professional Satisfaction of Secondary Education Teachers: The Case of Greece

ERIC Educational Resources Information Center

Koutrouba, Konstantina; Michala, Myrto

2017-01-01

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…

Evaluating Mathematics Teachers' Professional Development Motivations and Needs

ERIC Educational Resources Information Center

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…

Reflective Engagement as Professional Development in the Lives of University Teachers

ERIC Educational Resources Information Center

Lyons, Nona

2006-01-01

This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…

Continuing professional education: Status, trends, and issues related to electronic delivery

NASA Technical Reports Server (NTRS)

Rothenberg, D.

1975-01-01

Four professional groups, teachers, doctors, lawyers, and engineers were examined to determine if they constitute a potential market for continuing professional education via large scale electronic technology. Data were collected in view of social and economic forces, such as mandatory periodic relicensure, additional course requirements for certification, or the economic health of supporting industries.

The Teachers' Perspective on Teacher Professional Development Evaluation

ERIC Educational Resources Information Center

Chen, Yu-Fen

2013-01-01

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

Leading by Example: Teacher Educators' Professional Learning through Communities of Practice

ERIC Educational Resources Information Center

MacPhail, Ann; Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2014-01-01

There has been a limited interest in examining physical education teacher educators' role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape…

Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions…

An Evaluation of a Professional Learning Network for Computer Science Teachers

ERIC Educational Resources Information Center

Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

2017-01-01

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers…

School Health Promotion and Teacher Professional Identity

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

Further Education Teachers' Accounts of Their Professional Identities

ERIC Educational Resources Information Center

Jephcote, Martin; Salisbury, Jane

2009-01-01

This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. This contributes to the growing interest in and body of knowledge about teachers' lives and the formation of their professional identities. The…

Affordances of Teacher Professional Learning in Secondary Schools

ERIC Educational Resources Information Center

Admiraal, Wilfried; Kruiter, Joke; Lockhorst, Ditte; Schenke, Wouter; Sligte, Henk; Smit, Ben; Tigelaar, Dineke; de Wit, Walter

2016-01-01

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers' professional learning to their school practice with a positive impact on teachers' motivation to learn and the effectiveness of their…

Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Becoming Professionally Qualified: The School-Based Mentoring Experiences of Part-Time PGCE Students

ERIC Educational Resources Information Center

Mukeredzi, Tabitha Grace; Mthiyane, Nonhlanhla; Bertram, Carol

2015-01-01

This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who…

From Professional Practice to Practical Leader: Teacher Leadership in Professional Learning Communities

ERIC Educational Resources Information Center

Wilson, Adrianne

2016-01-01

The primary purpose of this research is to illuminate perceptions and lived experiences of secondary teachers through their involvement in a Professional Learning Community (PLC). Teachers' experiences within a PLC were examined for patterns of cultivated leadership. The second purpose of the study was to identify variables that either promote or…

The Effects of NBPTS-Certified Teachers on Student Achievement

ERIC Educational Resources Information Center

Harris, Douglas N.; Sass, Tim R.

2009-01-01

In this study, we consider the efficacy of a relatively new and widely accepted certification system for teachers established by the National Board for Professional Teaching Standards (NBPTS). We utilize an extensive database covering the universe of teachers and students in Florida for a four-year span to determine the relationship between NBPTS…

State Competency Testing for Teachers: Problems with Testing Grammar,

ERIC Educational Resources Information Center

Shafer, Robert E.

In Arizona, beginning teachers applying for certification must take the Arizona Teacher Proficiency Examination which tests professional knowledge, reading, mathematics, and grammar. The high failure rate on the grammar test has caused a great deal of concern; 40 percent of the examinees, and a higher percentage of minority groups, failed it in…

Interactive and Collaborative Professional Development for In-Service History Teachers

ERIC Educational Resources Information Center

Callahan, Cory; Saye, John; Brush, Thomas

2016-01-01

This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…

Professional Development for Rural and Remote Teachers Using Video Conferencing

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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

Teacher as Writer: Entering the Professional Conversation.

ERIC Educational Resources Information Center

Dahl, Karin L., Ed.

This book, featuring teacher writers from all levels of education, offers consciousness-raising stories of the teachers' first steps toward authorship, advice for all aspects of the Writing process, suggestions for conducting writing groups, and a wealth of insider information on how to develop quality articles for professional journals and get…

Conceptualising Self-Generating Online Teacher Professional Development

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality

ERIC Educational Resources Information Center

Grollmann, Philipp

2008-01-01

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices…

A Situative Perspective on Developing Writing Pedagogy in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Pella, Shannon

2011-01-01

The bulk of current research on teacher professional development is focused on teacher learning in the context of teacher professional learning communities (PLCs). In teacher PLCs, groups of teachers meet regularly to increase their own learning and the learning of their students. Teacher PLCs offer a learning model in which, "new ideas and…

Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group

ERIC Educational Resources Information Center

Bigsby, James B.; Firestone, William A.

2017-01-01

Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two…

Female Teachers' Professional Development through Action Research Practice

ERIC Educational Resources Information Center

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…

A Strength-Based Approach to Teacher Professional Development

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Teacher Research as a Robust and Reflective Path to Professional Development

ERIC Educational Resources Information Center

Roberts, Sherron Killingsworth; Crawford, Patricia A.; Hickmann, Rosemary

2010-01-01

This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept…

Bridging Communities: Culturing a Professional Learning Community that Supports Novice Teachers and Transfers Authentic Science and Mathematics to the Classroom

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Miller, H. R.; Loving, C. L.; Pedersen, S.

2006-12-01

Professional Learning Community Model for Alternative Pathways (PLC-MAP) is a partnership of North Harris Montgomery Community Colleges, Texas A&M University, and 11 urban, suburban, and rural school districts in the Greater Houston area focused on developing a professional learning community that increases the retention and quality of middle and high school mathematics and science teachers who are being certified through the NHMCCD Alternative Certification Program. Improved quality in teaching refers to increased use of effective inquiry teaching strategies, including information technology where appropriate, that engage students to ask worthy scientific questions and to reason, judge, explain, defend, argue, reflect, revise, and/or disseminate findings. Novice teachers learning to adapt or designing authentic inquiry in their classrooms face two enormous problems. First, there are important issues surrounding the required knowledgebase, habit of mind, and pedagogical content knowledge of the teachers that impact the quality of their lesson plans and instructional sequences. Second, many ACP intern teachers teach under challenging conditions with limited resources, which impacts their ability to implement authentic inquiry in the classroom. Members of our professional learning community, including scientists, mathematicians and master teachers, supports novice teachers as they design lesson plans that engage their students in authentic inquiry. The purpose of this research was to determine factors that contribute to success or barriers that prevent ACP secondary science intern and induction year teachers from gaining knowledge and engaging in classroom inquiry as a result of an innovative professional development experience. A multi-case study design was used for this research. We adopted a two-tail design where cases from both extremes (good and poor gains) were deliberately chosen. Six science teachers were selected from a total of 40+ mathematics and science

The Textual Representation of Professionalism: Problematising Professional Standards for Teachers in the UK Lifelong Learning Sector

ERIC Educational Resources Information Center

Tummons, Jonathan

2014-01-01

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector…

Pathways to Teacher Certification: Does It Really Matter when It Comes to Efficacy and Effectiveness?

ERIC Educational Resources Information Center

Tournaki, Nelly; Lyublinskaya, Irina; Carolan, Brian V.

2009-01-01

The pressure to provide qualified teachers for all students has resulted in reform efforts, including the upgrading of credential and course requirements, as well as the proliferation of so-called alternative routes to teacher certification, which seek to create differentiated pathways into the classroom. In the present study, we compared teacher…

Exploring the Professional Ideals of Christian Teachers from Conservative Protestant Schools in the Netherlands

ERIC Educational Resources Information Center

Boele-de Bruin, H. L.; de Muynck, A.

2018-01-01

Professional ideals arise from personal worldviews and specify teachers' professional identities. This study aimed to explore how faith is present in the professional ideals of Christian teachers. The professional ideals of 107 Dutch teachers from conservative Protestant primary and secondary schools were explored using an open-ended…

Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. Sixtieth Edition, 1995-96.

ERIC Educational Resources Information Center

Tryneski, John, Ed.

This volume updates certification requirements and other pertinent information for K-12 teachers, administrators, librarians, counselors, and other school personnel. The publication lists: certification requirements for each state in the United States and the District of Columbia; recommendations of regional and national associations (Middle…

Exploring Elements That Support Teachers Engagement in Online Professional Development

ERIC Educational Resources Information Center

Prestridge, Sarah; Tondeur, Jo

2015-01-01

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Wermke, Wieland

2011-01-01

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

Effectiveness of National Board Certified (NBC) Teachers in Terms of Classroom Environment, Attitudes and Achievement among Secondary Science Students

ERIC Educational Resources Information Center

Helding, Karen A.; Fraser, Barry J.

2013-01-01

No previous research has employed learning environments criteria in evaluating the effectiveness of the system of teacher certification sponsored by the National Board for Professional Teaching Standards. Because the litmus test of any professional development effort is the extent of the changes in teaching behaviours in participating teachers'…

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

ERIC Educational Resources Information Center

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

2012-01-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

Teacher Metacognition within the Professional Learning Community

ERIC Educational Resources Information Center

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…

Professional Standards for Australian Special Education Teachers

ERIC Educational Resources Information Center

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…

Advanced Skills Teachers: Professional Identity and Status

ERIC Educational Resources Information Center

Fuller, C.; Goodwyn, A.; Francis-Brophy, E.

2013-01-01

The teaching profession continues to struggle with defining itself in relation to other professions. Even though public opinion positions teachers second only to doctors and nurses in terms of their professional status and prestige research in the UK suggests that teachers still believe that they have much lower status than other professions. With…

Lebanese Teachers' Views on "Continuing Professional Development"

ERIC Educational Resources Information Center

Nabhani, Mona; Bahous, Rima

2010-01-01

This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

Evaluating the Impact of Teacher Professional Development: An Evidence-Based Framework

ERIC Educational Resources Information Center

King, Fiona

2014-01-01

Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain…

Professionalism: Teachers Taking the Reins

ERIC Educational Resources Information Center

Helterbran, Valeri R.

2008-01-01

It is essential that teachers take a proactive look at their profession and themselves to strengthen areas of professionalism over which they have control. In this article, the author suggests strategies that include collaborative planning, reflectivity, growth in the profession, and the examination of certain personal characteristics.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Uncovering a Connection between the Teachers' Professional Development Program and Students' Learning

ERIC Educational Resources Information Center

Lin, Su-ching; Cheng, Wen-wen; Wu, Ming-sui

2015-01-01

Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching…

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

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.

Exploring Change in EFL Teachers' Perceptions of Professional Development

ERIC Educational Resources Information Center

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…

Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

ERIC Educational Resources Information Center

Keay, Jeanne

2006-01-01

Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

ERIC Educational Resources Information Center

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…

Turkish Student Teachers' Attitudes toward Teaching in University-Based and Alternative Certification Programs in Turkey

ERIC Educational Resources Information Center

Aksoy, Erdem

2017-01-01

The objective of this study is to comparatively analyze the university-based and alternative teacher certification systems in Turkey in terms of the attitudes of trainee teachers toward the teaching profession, explore the reasons of choosing teaching as a career as well as analyze attitudes by gender, department, and graduating faculty type in…

Internationally Educated Female Teachers in the Neoliberal Context: Their Labour Market and Teacher Certification Experiences in Canada

ERIC Educational Resources Information Center

Walsh, Susan C.; Brigham, Susan M.; Wang, Yina

2011-01-01

In this paper, we consider the difficulties that a group of internationally educated female teachers (female IETs) encountered in the process of seeking certification in the Canadian Maritimes. We read their experiences in the context of neoliberalism, in particular how they are positioned in the labour force and also the teaching profession. We…

Mathematics Teachers: Negotiating Professional and Discipline Identities

ERIC Educational Resources Information Center

Grootenboer, Peter; Ballantyne, Julie

2010-01-01

The professional practice of teachers is shaped and directed by their sense of identity (Beijaard, Verloop, & Vermunt, 2000). All teachers have some conception of themselves as pedagogues, but they also have identities which relate to the disciplines that they are required to teach. Here we report on a project that explored the nexus of…

Infusing Neuroscience into Teacher Professional Development

PubMed Central

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

Teacher Professionalism beyond Numbers: A Communicative Orientation

ERIC Educational Resources Information Center

Nordin, Andreas

2016-01-01

In the European neo-liberal policy context, there has been an increase in pressure on teachers to exercise a type of professional responsibility that contributes to the development of a competitive knowledge-based economy. From a communication theory perspective, this paper examines if it is at all possible to talk of professional responsibility…

The effects of a STEM professional development intervention on elementary teachers

NASA Astrophysics Data System (ADS)

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

Physical and mental workloads in professional dance teachers.

PubMed

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.

Requirements for Certification [of] Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. Forty-eighth Edition, 1983-84.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by regional and national associations, and sources of information…

Professionalized Music Teacher Education: Swiss and French Students' Expectations

ERIC Educational Resources Information Center

Güsewell, Angelika; Joliat, François; Terrien, Pascal

2017-01-01

The aim of this research was to investigate preservice music teachers' expectations of their curriculum, namely: (a) What content do they expect in view of their future professional activity? (b) Are their expectations in line with the principles of professionalized teacher education? (c) Are there any differences between the expectations of Swiss…

How Do Novice Teachers in Finland Perceive Their Professional Agency?

ERIC Educational Resources Information Center

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…

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.

2005-12-01

The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research

Supporting Teachers' Understandings of Function through Online Professional Development

ERIC Educational Resources Information Center

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…

Examining the Relationship between Teachers' Individual Innovativeness and Professionalism

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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

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

ERIC Educational Resources Information Center

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,…

Differences across Academic Subjects in Teachers' Attitudes about Professional Development

ERIC Educational Resources Information Center

Torff, Bruce; Byrnes, Katherine

2011-01-01

A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five…

Exploration of Values: Israeli Teachers' Professional Ethics

ERIC Educational Resources Information Center

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…

Factors Related to Professional Development of English Language University Teachers in Thailand

ERIC Educational Resources Information Center

Wichadee, Saovapa

2012-01-01

Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers' professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers' professional…

What Makes Professional Development Effective? Results from a National Sample of Teachers.

ERIC Educational Resources Information Center

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

2001-01-01

Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…

The Interaction between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators

ERIC Educational Resources Information Center

Hadar, Linor L.; Brody, David L.

2013-01-01

This study explores the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Twelve teacher educators who participated in one of three…

Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher

ERIC Educational Resources Information Center

Ho, Kai Fai; Tan, Preston

2013-01-01

The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate…

Guidelines for the Training and Certification of Pre Collegiate Teachers of Civics, Government, and Social Studies.

ERIC Educational Resources Information Center

American Political Science Association, Washington, DC.

This document presents the recommendations of the American Political Science Association for the certification of teachers of government, politics, and civics in secondary schools. For teachers of secondary school civics and government courses, notably American government and comparative government, courses are recommended in political science and…

Sense of Efficacy in Beginning Teachers Participating in an Alternative Certification Program

ERIC Educational Resources Information Center

McKinney, Daniel Lee

2014-01-01

Despite the widespread use of alternatively certified personnel by school systems to address shortages of highly qualified teachers, alternative certification programs (ACPs) have appeared largely inconsistent in design and lacked research in effectiveness. Hence, benefit could be gained in evaluating the competency of ACP participants in terms of…

Effects of Teacher Certification on the Educational Achievement of African American Students

ERIC Educational Resources Information Center

Wheeler-Davenport, Veronica

2014-01-01

The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total…

Mathematics and Science Teaching for New Alternative Certification Teachers. Editor's Perspective Article

ERIC Educational Resources Information Center

Evans, Brian R.

2014-01-01

Mathematics and science education has increasingly become more important for students in our globally competitive society. New alternative certification teachers, particularly in mathematics and science, need to support student learning in these areas in order for the United States to stay globally competitive. This article presents some ideas…

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

NASA Astrophysics Data System (ADS)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Enhancing Teachers' Technological Pedagogical Knowledge and Practices: A Professional Development Model for Technology Teachers in Malawi

ERIC Educational Resources Information Center

Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister

2013-01-01

This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in…

Codes of Ethics and Teachers' Professional Autonomy

ERIC Educational Resources Information Center

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.…

Language Teacher Identity and the Domestication of Dissent: An Exploratory Account

ERIC Educational Resources Information Center

Morgan, Brian

2016-01-01

In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity-forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical…

In Defense of Teacher Professionalism as a Policy Choice.

ERIC Educational Resources Information Center

Sykes, Gary

1991-01-01

Whereas democracy institutionalizes distrust, professionalism relies on trust. Responding to Berbules and Densmore, this article identifies strong normative reasons, grounded in the interests of children, for promoting teacher professionalism. Exorcising the evils of classic professionalism will eliminate neither equity nor quality problems.…

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Vocational Education and Training Teacher Professional Development: Tensions and Context

ERIC Educational Resources Information Center

Bound, Helen

2011-01-01

Planning and implementing teacher professional development is a process of engaging in organisational learning and change. Yet our planning and implementation of professional development is at times a series of one-off sessions and can be quite ad hoc. This paper argues that teacher learning takes place not only through formal sessions but also…

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

ERIC Educational Resources Information Center

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.…

Shaping Professional Development to Promote the Diffusion of Instructional Expertise among Teachers

ERIC Educational Resources Information Center

Sun, Min; Penuel, William R.; Frank, Kenneth A.; Gallagher, H. Alix; Youngs, Peter

2013-01-01

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and sociometric data from a study of writing professional development in 39 schools, this study shows that teachers' participation in professional development is…

Settler Grammars and the Australian Professional Standards for Teachers

ERIC Educational Resources Information Center

Moodie, Nikki; Patrick, Rachel

2017-01-01

In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to…

With Portfolio in Hand. Validating the New Teacher Professionalism.

ERIC Educational Resources Information Center

Lyons, Nona, Ed.

This book suggests that portfolios can become a new kind of credential of competent and effective teachers. The book includes 5 parts with 16 chapters. Part 1, "Prologue," offers: (1) "Portfolio Possibilities: Validating a New Teacher Professionalism" (Nona Lyons) and (2) "Teacher Portfolios: A Theoretical Activity"…

Experiences of Pioneers Facilitating Teacher Networks for Professional Development

ERIC Educational Resources Information Center

Hanraets, Irene; Hulsebosch, Joitske; de Laat, Maarten

2011-01-01

This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice-based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional…

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

NASA Astrophysics Data System (ADS)

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

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

ERIC Educational Resources Information Center

Pellegrino, Kristen