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1

Professional Standards for Australian Special Education Teachers  

ERIC Educational Resources Information Center

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…

Dempsey, Ian; Dally, Kerry

2014-01-01

2

Professional Conversations: Mentor Teachers' Theories-in-Use Using the Australian National Professional Standards for Teachers  

ERIC Educational Resources Information Center

In this paper the written feedback provided by mentor teachers using a new assessment model for preservice teacher professional experience deployed in the Australian Capital Territory and based on the Australian National Standards for Teachers is analysed. The analysis reveals mentor teachers hold a pervasive theory-in-use in regards to the needs…

Leonard, Simon N.

2012-01-01

3

Professional Standards, Teacher Identities and an Ethics of Singularity  

ERIC Educational Resources Information Center

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

Clarke, Matthew; Moore, Alex

2013-01-01

4

Standards for Professional Development for Teachers of Science  

NSDL National Science Digital Library

The National Science Education Standards present a vision of learning and teaching science in which all students have the opportunity to become scientifically literate. The standards provide criteria for making judgments about the quality of the professional development opportunities that teachers of science will need to implement the National Science Education Standards.

National Research Council (National Research Council Committee on Scientific and Humane Issues in the Use of Random Source Dogs and Cats for Research; Na)

2011-05-31

5

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

ERIC Educational Resources Information Center

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…

Macdonald, Doune; Mitchell, Jane; Mayer, Diane

2006-01-01

6

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

ERIC Educational Resources Information Center

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…

Rhea, Zane Ma

2012-01-01

7

Creating a Professional Standard of Moral Conduct for Canadian Teachers: A Work in Progress.  

ERIC Educational Resources Information Center

The role of the local community in setting moral standards for the public schools and professional standards for Canadian teachers is studied by reviewing some court cases. It is suggested that public school teachers may best protect their human rights by asserting professional status through collective bargaining and peer review. (SLD)

Covert, James R.

1993-01-01

8

Developing Professionals: Preparing Technology Teachers. Addenda to Technological Literacy Standards Series. Advancing Technological Literacy: ITEA Professional Series  

ERIC Educational Resources Information Center

Just as K-12 technology programs should be based upon technological literacy standards, so should professional development programs be based upon the same standards. This ensures that both teacher candidates and practicing teachers are prepared to deliver the content that their students will be expected to know, be able to do, and understand.…

International Technology Education Association (ITEA), 2005

2005-01-01

9

THE STANDARD FOR INITIAL TEACHER EDUCATION 1 Professional Knowledge and Understanding  

E-print Network

, social and health education; and ICT, as appropriate to the sector and stage of education. AcquireTHE STANDARD FOR INITIAL TEACHER EDUCATION 1 Professional Knowledge and Understanding By the end of the programme of initial teacher education, the probationer teacher will. 1 Curriculum Acquire a sound knowledge

Ainsworth, Mark

10

Jordanian Vocational, Secondary Education Teachers and Acquisition of the National Professional Standards  

ERIC Educational Resources Information Center

The main purpose of this study was to estimate the level of acquisition of the Jordanian national professional standards by vocational, secondary education teachers. Two hundred teachers participated in the study. The data were collected by questionnaire and analyzed using SPSS version 15.0. Questionnaire validity was assessed by content validity,…

Al-Dajeh, Hesham I.

2012-01-01

11

A Comparison of Special Education Administrators' and Teachers' Knowledge and Application of Ethics and Professional Standards  

ERIC Educational Resources Information Center

The field of special education is wrought with ethical dilemmas. The Council for Exceptional Children has outlined its code of ethics and standards for professional practice for individuals working in the field of special education. The purpose of this study was to determine the extent to which special education administrators and teachers possess…

Fiedler, Craig R.; Van Haren, Barbara

2009-01-01

12

A standards-based formative evaluation of a national professional development program for science teachers  

NASA Astrophysics Data System (ADS)

The 1996 National Science Education Standards provided educators and policy makers with a major impetus for constructive change in science education. The Standards not only specified what science content should be taught, but also provided organization for future science curricula. A major theme that pervades the Standards is that the classroom teacher is the most important component of classroom change and that reform efforts should be directed at improving the teaching of science through professional development for science teachers. In response to the National Science Education Standards, the Science Teachers Organization (pseudonym) prepared a professional development program for science teachers that was intended to acquaint teachers with the Standards and bring about reform of science teaching by changing teachers' instructional strategies and procedures. This program, named Preparing Schools for Science (PSS), was designed for use in all of the 50 states, but was first introduced in a southwestern state referred to as Utopia in this dissertation. Using the Provus Method of Discrepancy Evaluation, a design and installation audit of the Preparing Schools for Science Program was performed. Suggestions for program improvement, as well as a complete evaluation design for the PSS Program, were presented. Specific program modifications suggested by the research included an improved organization of personnel to monitor and supervise the program, more sustained professional development workshops, a stronger network of support for teachers. Five major implications for future professional development programs emerge from this research. (1) A needs analysis should be conducted before a program is designed in order to ensure that the program meet the needs of those for whom it is intended. (2) The length and type of training are the most important factors in ensuring that teachers have sufficient time to incorporate and learn how to use new ideas. (3) Additional personnel are needed to conduct the training and follow-up with the Points of Contact (POCs) in the Program. (4) Financial support for the Key Leaders who serve as trainers of the points of contact is needed to provide the means for the key leaders to fully implement the program and maintain contact with the POCs. (5) The program should have a thorough and well-planned evaluation design, and data collection should be done in a timely fashion by a skilled evaluator.

Raphael, Carol Greco

2002-09-01

13

Guidelines for Professional Standards Boards.  

ERIC Educational Resources Information Center

This document is a report of the Joint Committee on Professional Standards Boards appointed by the National Association of State Directors of Teacher Education and Certification (NASDTEC), the National Commission on Teacher Education and Professional Standards (NCTEPTS), and the American Association of Colleges for Teacher Education (AACTE). A…

National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.

14

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

ERIC Educational Resources Information Center

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

Gaudreault, Karen Lux; Woods, Amelia Mays

2012-01-01

15

Professional Development, Teacher Learning, and National Standards: A Mixed-Method Multiple-Case Study of the Professional Learning Experiences of Evangelical Christian School Teachers  

ERIC Educational Resources Information Center

Today's educational environment requires teachers who understand teaching and learning, have strong content knowledge, and can make connections between life experiences and the curriculum. Teachers are expected to be continually learning to improve their practice. Professional learning is essential in this process. Research on professional

Montoro, Vincent

2012-01-01

16

A Standards-Based Professional Development Program and the Resulting Impact on Two Sixth Grade Teachers' Classroom Practices  

Microsoft Academic Search

In 2000, California introduced science content standards as part of an across the curriculum reform. This presented a special challenge for elementary teachers due to an increased emphasis on math and language arts, and limited science background and resources. This two year qualitative study looks at a professional development program that resulted from collaboration between a university and an elementary

Debra Lynn Bereki

2010-01-01

17

Teacher Professional Continuum  

NSF Publications Database

The Teacher Professional Continuum (TPC) program addresses critical issues and needs regarding the recruitment, preparation, induction, retention, and life-long development of K-12 science, technology, engineering, and mathematics (STEM) teachers. Its goals are to improve the quality and coherence of teacher learning experiences across the continuum through research that informs teaching practice and the development of innovative resources for the professional development of K-12 STEM ...

18

Fixing Teacher Professional Development  

ERIC Educational Resources Information Center

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…

Hill, Heather C.

2009-01-01

19

Professional Environment for Teacher Professional Development  

ERIC Educational Resources Information Center

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

Zascerinska, Jelena

2010-01-01

20

Professional Standards for Teachers: How Do They "Work"? An Experiment in Tracing Standardisation In-the-Making in Teacher Education  

ERIC Educational Resources Information Center

During the last two decades, professional standards describing competencies for teaching staff have emerged in nation states all around the world. This article reports on a pilot-study that applies a sociotechnological "lens" to examine this standardisation process in educational policy. In line with ethnographic analyses drawing on science and…

Ceulemans, Carlijne; Simons, Maarten; Struyf, Elke

2012-01-01

21

Developing Professionally Competent Teachers.  

ERIC Educational Resources Information Center

An agricultural teacher educator states that one of the most important tasks facing agricultural educators is the determination and refinement of the competencies required of teachers. Also necessary is the determination of how these competencies are best acquired and evaluated to assure high quality standards. (JH)

Tulloch, Rodney W.

1978-01-01

22

Teacher professional leadership in support of teacher professional development  

Microsoft Academic Search

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject

Mike Taylor; Anne Yates; Luanna H. Meyer; Penny Kinsella

2011-01-01

23

Empowering Teachers through Professional Development  

ERIC Educational Resources Information Center

Professional development is an ongoing process, one that evolves as teachers assess and reexamine their teaching beliefs and practices. This article highlights some reasons for teachers to pursue professional development. It also suggests techniques that help teachers feel empowered and motivated in their English language classrooms. She includes…

Murray, Alice

2010-01-01

24

Teacher Professional Leadership in Support of Teacher Professional Development  

ERIC Educational Resources Information Center

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

2011-01-01

25

The "Falling" Language Standards and Teachers' Professional Vulnerability in Hong Kong  

ERIC Educational Resources Information Center

There has been a widespread belief that teachers in Asian contexts including Japan and China are well protected by a tradition that reveres teachers. However, in Chinese contexts, cultural traditions have been found to undermine the teaching profession, together with educational reforms and societal changes. This paper reports on an inquiry that…

Gao, Xuesong

2011-01-01

26

The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at the Faculty of Education, Helwan University in the Light of Pre-Service Teacher Standards  

ERIC Educational Resources Information Center

The main aim of this thesis was to determine the effect of using a training program based on three professional development strategies; namely: action learning, peer coaching and study groups, on improving teaching performance of Faculty of Education, Helwan University EFL student teachers in the light of standards for teachers of English at…

Halim, Safaa Mahmoud Abdel

2008-01-01

27

Contribution of Professional Development to Standards Implementation  

ERIC Educational Resources Information Center

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

Klieger, Aviva; Yakobovitch, Anat

2012-01-01

28

Preservice Language Teacher Education: Growth and Development through the Professional Standards  

ERIC Educational Resources Information Center

Preservice student teachers are engaged in developing a critical perspective on the profession they are about to join. They are assessing the way the profession presents itself and its values, they are keen to see the opportunities it may offer for growth, and they are curious as to how their particular personal backgrounds and talents will fit…

Moloney, Robyn

2009-01-01

29

Fostering Teacher Learning in Systemic Reform: Linking Professional Development to Teacher and Student Learning  

Microsoft Academic Search

Professional development for science teachers is widely recognized as a key element for successful standards-based systemic reform, yet there is little empirical evidence to justify design decisions for professional development. This paper presents both a theoretical model of teacher learning and an analytical framework that employs the model to link professional development to both student and teacher learning. Our approach

Barry Fishman; Stephen Best; Ron Marx; Revital T. Tal

30

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

In 2004, the U.S. Secretary of Energy announced a new science education initiative to reinvigorate the U.S. Department of Energy's (DOE) involvement in K-12 science education. Part of this new initiative is a revitalized professional development program for educators, called the Laboratory Science Teacher Professional Development (LSTPD) program. The Office of Science at the DOE designed the LSTPD program with teacher input and by using current research and standards for the best practices of teacher professional development. The program's objective is to help teachers become ambassadors for the science community to students and their parents, agents for positive change in science education, and the inspiration for the next generation of scientists, engineers, technicians, and mathematicians that support scientific research for the DOE and the United States.

Clark, Todd

2006-07-01

31

Improved Professional Development Through Teacher Leadership  

Microsoft Academic Search

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district's professional development model, which was evaluated to determine its potential in developing teacher leaders. This district's professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally

Wesley D. Hickey; Sandra Harris

32

Teacher Professional Continuum (TPC)  

NSF Publications Database

1. The Research Studies category now includes three levels of projects: Exploratory Research Projects that are limited in scope, Full Scale Research Projects that are larger studies, and Research on Models for Professional Learning that study professional development models. Full Scale Research Projects, Research on Models and Full Development Resource projects should also budget for the participation an additional project team member. TPC supports three subcategories of research projects: ...

33

Emerging Professional Teacher Identity of Pre-Service Teachers  

ERIC Educational Resources Information Center

Research shows the development of teachers' professional identity to be in a state of flux and that there is a strong correlation between a sense of teacher professional identity and their propensity to stay in teaching. Our study examines pre-service teachers' emerging sense of professional teacher identity at exit point of their pre-service…

Chong, Sylvia; Low, Ee Ling; Goh, Kim Chuan

2011-01-01

34

PROFESSIONAL STANDARDS FOR PERSONNEL IN THE EDUCATION OF EXCEPTIONAL CHILDREN, PROFESSIONAL STANDARDS PROJECT REPORT.  

ERIC Educational Resources Information Center

DEVELOPED BY APPROXIMATELY 700 SPECIAL EDUCATORS OVER A PERIOD OF SEVERAL YEARS, THIS DOCUMENT IS A STATEMENT OF PROFESSIONAL STANDARDS APPROPRIATE TO THE PRESENT STATUS OF SPECIAL EDUCATION. STANDARDS PRETAINING TO INSTITUTIONS OFFERING PREPARATION PROGRAMS FOR TEACHERS IN SPECIAL EDUCATION ARE OUTLINED WITH SUPPLEMENTARY STANDARDS FOR THE…

Council for Exceptional Children, Arlington, VA.

35

Teachers' Professional Development: A Theoretical Review  

ERIC Educational Resources Information Center

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…

Postholm, May Britt

2012-01-01

36

A Space Science Teacher Professional Development Program  

NASA Astrophysics Data System (ADS)

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

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

37

Standards Worrying Teachers  

ERIC Educational Resources Information Center

Even as the Common Core State Standards are being put into practice across most of the country, nearly half of teachers feel unprepared to teach them, especially to disadvantaged students, according to a new survey. The study by the EPE Research Center found deep wells of concern among teachers about their readiness to meet the challenges posed by…

Gewertz, Catherine

2013-01-01

38

Improving Schools through Teacher Leadership. Professional Learning  

ERIC Educational Resources Information Center

This book explores how teacher leadership is an intrinsic and important part of school and classroom improvement. It investigates teacher leadership in action and considers the roles, responsibilities and influence of teachers who lead. It considers the implications of teacher leadership for teachers' professional development and focuses on ways…

Harris, Alma; Muijs, Daniel

2004-01-01

39

Emerging Professional Roles for Teacher Educators.  

ERIC Educational Resources Information Center

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,…

Massanari, Karl; And Others

40

Teacher Professionalism since "A Nation at Risk"  

ERIC Educational Resources Information Center

Many teachers perceive an erosion of their professionalism since "A Nation at Risk" appeared, and they have felt that erosion accelerating since the enactment of the No Child Left Behind Act. Myriad factors contribute to this climate so contrary to teacher professionalism: poor funding, poor parenting, overstuffed classrooms, low-quality teachers,…

Grady, Michael P.; Helbling, Kristine C.; Lubeck, Dennis R.

2008-01-01

41

"Follow" Me: Networked Professional Learning for Teachers  

ERIC Educational Resources Information Center

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…

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

2013-01-01

42

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

43

Differentiating Teacher Professional Development with Design  

ERIC Educational Resources Information Center

Much research supports the benefits that quality professional development plays in impacting teacher quality. Experiences in professional development can affect a teacher's growth, the application of varied instructional techniques, and increase student learning. When professional development is well-planned, it can provide purpose, collaboration,…

MacFarlane, Bronwyn

2012-01-01

44

Examining teachers' perceptions of differing professional development programs  

NASA Astrophysics Data System (ADS)

This research examines teacher perceptions of nine differing professional development programs from one higher education academic department. Two hundred ninety-six pre-service and in-service teachers from various backgrounds were solicited, and 57 of 73 responses were analyzed. The survey consisted of 22 questions relating to demographics and teacher perceptions of leadership, content knowledge, state standards, and peer relationships. Findings did not show significant differences between professional development programs; however, participant involvement in two or more professional development programs correlated with favorable question response. Middle school teachers responded more favorably than elementary and high school teachers. Findings suggest that teacher professional development may benefit from differentiation by grade level and by availability of differentiated programs.

Baggett, Joshua Kirk

45

Professional Teaching Standards: Generic, Subject-Specific or Third Wave?  

ERIC Educational Resources Information Center

Explores the issue of generic versus subject-specific standards in terms of their role in teachers' professional development. Suggests generic and subject-specific standards share a symbiotic relationship. Outlines a basis for a "third wave": some teachers may find at a particular stage in their career that generic standards are more useful than…

Chadbourne, Rod

2001-01-01

46

English Language Teachers' Professional Uses of Email  

ERIC Educational Resources Information Center

In terms of education, e-mail has cemented its importance, as well as its status, as the overarching Internet tool. Specifically in the research of teacher education and teacher development, e-mails have been found to be empowering teachers' collaborative and networking practices. Such use of e-mails stimulates and refreshes teachers' professional

Kabilan, Muhammad Kamarul; Embi, Mohamed Amin

2006-01-01

47

Kepler Mission IYA Teacher Professional Development Workshops  

NASA Astrophysics Data System (ADS)

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

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

2009-12-01

48

Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism  

ERIC Educational Resources Information Center

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…

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

2014-01-01

49

Perception of Teacher Education and Professional Identity among Novice Teachers  

ERIC Educational Resources Information Center

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…

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

2010-01-01

50

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

ERIC Educational Resources Information Center

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…

Adajian, Lisa Byrd

1996-01-01

51

Meeting the Vision of the National Science Education Standards for K-12 Teacher Professional Development: Journeys through Space and Time. (Invited)  

NASA Astrophysics Data System (ADS)

Since their publication in 1996 the National Science Education Standards (NSES) have provided research based guiding principles for K-12 teacher professional development. The NSES state that professional development for K-12 classroom educators should place more emphasis on learning science through inquiry based investigations, follow a long-term coherent plan and include opportunities for teachers to build the science experiences necessary to weave unifying concepts such as systems, constancy and change into activities they develop for their classrooms. Partners in Earth System Science (PIES) is an innovative program that builds these skills in a long term professional development program that includes a summer field and laboratory experience and an academic year on-line Earth system science course. Participants earn a total of 10.5 quarter hours (7 semester hours) of graduate credit for the entire program. The summer experience takes participants to the Duke University Marine Lab in Beaufort, North Carolina to study modern and ancient marine environments. Participants work in groups to investigate the similarities and differences between modern and ancient marine settings. A five-day follow-up laboratory experience provides the opportunity for teachers to analyze, interpret and present their findings to their peers. Going through the science inquiry process themselves gives them the confidence to develop inquiry based activities for their classrooms during an academic year PIES follow-up. The summer component builds the abilities of teacher participants in using inquiry activities centered on constancy, change and deep time, but their experiences are limited in their application in a global system setting. Therefore, participants also take the Earth System Science Education Alliance (ESSEA) Earth system on-line course to give them the experience they need to develop their student’s understandings of the Earth system in a global context. The course uses real world events as springboards to understanding the connections between the different parts of the Earth system. Participants also develop activities based for their classrooms. Pre-post content assessments indicate that PIES participants score significantly higher on post project content assessments and reported high confidence in their ability to develop local, regional and global scale inquiry learning experiences to enhance K-12 student learning.

Slattery, W.; Lunsford, S.

2009-12-01

52

Teacher Professionalization: Motivational Factors and the Influence of Age  

ERIC Educational Resources Information Center

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

Hildebrandt, Susan A.; Eom, Minhee

2011-01-01

53

Perform or Else: The Performative Enhancement of Teacher Professionalism  

ERIC Educational Resources Information Center

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

Liew, Warren Mark

2012-01-01

54

Teachers Talking Together: The Power of Professional Community  

ERIC Educational Resources Information Center

Schools that encourage teachers to do excellent work, as Boston Arts Academy (BAA) does, are "professional learning communities." A professional learning community exists when the entire faculty and staff, including the administration, work together towards a shared set of standards and assessments that are known to everyone, including the…

Nathan, Linda

2008-01-01

55

Profiling Teachers' Sense of Professional Identity  

ERIC Educational Resources Information Center

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…

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

2011-01-01

56

Professional Development in the Context of National Board for Professional Teaching Standards Certification: Implications beyond Certification.  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test…

Kowalski, Kenneth; Chittenden, Edward; Spicer, Willa; Jones, Jacqueline; Tocci, Cindy

57

Professional Standards in Environmental Management.  

ERIC Educational Resources Information Center

Focuses on the technical and ethical professional standards that guide industry, public agencies, and environmental consulting firms in their work in environmental management. Explores the role that university curricular programs have in creating environmental management standards, advocating a critical thinking, problem-solving, interdisciplinary…

Petulla, Joseph M.

1985-01-01

58

Parent Empowerment and Teacher Professionalism: Teachers' Perspective  

ERIC Educational Resources Information Center

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

Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

2008-01-01

59

New Visions of Teacher Professional Development  

ERIC Educational Resources Information Center

Consistent with the conception of teaching as a learning profession, the authors' vision of a professional teacher workforce is one in which teachers do take responsibility for their own learning--their work. Supporting teachers' transition from workers to learners may require learning opportunities of a different type--work opportunities offered…

Randi, Judi; Zeichner, Kenneth M.

2004-01-01

60

Capturing and Enhancing Science Teachers' Professional Knowledge  

ERIC Educational Resources Information Center

This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching and Learning (STaL) Project, in which groups of science teacher participants (across years K-12) worked with academics over a one-year period as teacher researchers. Through reflecting on their experiences within the STaL…

Berry, Amanda; Loughran, John; Smith, Kathy; Lindsay, Simon

2009-01-01

61

Teacher Leadership Emerges within Professional Learning Communities  

ERIC Educational Resources Information Center

This article describes how teacher leadership emerged within schools with either a high level or a low level of readiness to establish a professional learning community. Through the perspectives of principals and teacher leaders, there were distinct differences in the emergence of teacher leadership, the operation of shared leadership structures,…

Moller, Gayle

2006-01-01

62

Teacher Leadership: Professional Right and Responsibility  

Microsoft Academic Search

National reports and educational reform initiatives such as professionalization and school restructuring continue to link teacher leadership with educational improvement. Longstanding obstacles to universal understanding and application of teacher leadership extend beyond conflicting views of leadership to the unwillingness and unpreparedness on the part of many teachers to effectively fulfill a leadership function, a function inherent in their role as

Eloise M. Forster

1997-01-01

63

Representations of Substitute Teachers and the Paradoxes of Professionalism.  

ERIC Educational Resources Information Center

Explores narratives about teacher work articulated through representations of substitute teachers, using this representation to render visible assumptions governing boundaries of professionalism. The article discusses professional teachers as constructed in educational reform; images of substitute teachers (incompetent, unqualified, deviant…

Weems, Lisa

2003-01-01

64

The Next Educational Wave (NEW) Teachers' Collaborative: A Study of Inquiry-Oriented Professional Development for Beginning Teachers  

ERIC Educational Resources Information Center

This study examines one professional development program, The Next Educational Wave ("NEW") Teachers' Collaborative, and its effect on a self-selected group of five first-year teachers. Unlike standard induction programs based on traditional professional development models, the "NEW" program assumes that beginning teachers, like more established…

Clark, Linda Colleen

2009-01-01

65

Teachers' Professional Lives and Continuing Professional Development in Changing Times  

ERIC Educational Resources Information Center

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…

Tang, Sylvia Yee Fan; Choi, Pik Lin

2009-01-01

66

Professional Standards into the Future  

ERIC Educational Resources Information Center

At the end of 2008, the Professional Standards Project (PSP) management team conducted the final scheduled Project Advisory Committee meeting. The Project was to conclude in December 2008 with a final report and evaluation informing all stakeholders of the developments and achievements of what has to be termed a major national contribution to…

Harbon, Lesley

2009-01-01

67

Professional Awareness for Cooperating Teachers.  

ERIC Educational Resources Information Center

Because of the critical role that student teaching plays in teacher education programs, cooperating teachers should be adequately prepared to provide the best possible models for their student teachers. An effective cooperating teacher training program is research based, integrates theory with practical application, and provides cooperating…

Polachek, Diane M.

68

Advanced Skills Teachers: Professional Identity and Status  

ERIC Educational Resources Information Center

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…

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

2013-01-01

69

Professional Identity Tensions of Beginning Teachers  

ERIC Educational Resources Information Center

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)…

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

2013-01-01

70

Exploration of Values: Israeli Teachers' Professional Ethics  

ERIC Educational Resources Information Center

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…

Fisher, Yael

2013-01-01

71

Multiplying the Effect of Professional Development: Teachers Training Teachers  

ERIC Educational Resources Information Center

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

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

2013-01-01

72

Teacher Research as Professional Development for P-12 Music Teachers  

ERIC Educational Resources Information Center

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…

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

2014-01-01

73

Identifying Prepared and Competent Teachers with Professional Knowledge Tests  

ERIC Educational Resources Information Center

Paper-pencil teacher tests of professional knowledge typically are organized around the conventional dimensions that define state teaching standards, such as classroom management and assessment. We examined if such tests could be partitioned into three other dimensions (general knowledge, academic or textbook knowledge, and functional teaching…

D'Agostino, Jerome V.; VanWinkle, Waverely Hester

2007-01-01

74

Teachers' Professional Vulnerability and Cultural Tradition: A Chinese Paradox  

ERIC Educational Resources Information Center

The paper explores the issue of teachers' professional vulnerability using a range of messages from an online teachers' community on the Chinese mainland. The study reveals how macro changes at policy level impact on teachers' professional relationships and in turn their professional identities in teacher discussants' perceptions. Furthermore, the…

Gao, Xuesong

2008-01-01

75

Teacher professional development: a different perspective  

NASA Astrophysics Data System (ADS)

Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district.

Roseler, Katrina; Dentzau, Michael W.

2013-09-01

76

Technology and Teacher Professional Development.  

ERIC Educational Resources Information Center

This report summarizes the first of four workshops organized to take advantage of the experience and insights of those already implementing new technologies in the schools. The workshop examined professional development needs and consisted of a one and one-half day conversation with educators and experts working to apply communications technology…

Harvey, James, Ed.; Purnell, Susanna, Ed.

77

University Teachers Intentions for Introductory Professional Classes  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to investigate ways in which university students are introduced to disciplines and thence to the professions based on those disciplines. Design/methodology/approach: E-mail interviews with a broad sample of university teachers in a variety of professional disciplines formed the basis of a grounded theory…

Reid, Anna; Petocz, Peter; Gordon, Sue

2010-01-01

78

Professional equity as reported by biology teachers  

Microsoft Academic Search

In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the

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

1985-01-01

79

Conditions for Student Teacher Professional Development  

ERIC Educational Resources Information Center

The rapidly changing nature of Europe and of education and culture that includes conditions for student teacher professional development is generated by the democracy transition from opportunity to choose towards qualities and purposes in the context of cultural and educational globalization. Conditions of contribution applied to enhance student…

Zascerinska, Jelena

2010-01-01

80

Infusing Neuroscience into Teacher Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

81

NASPA Programs & Initiatives Standards of Professional Practice  

E-print Network

NASPA Programs & Initiatives Standards of Professional Practice NASPA: Student Affairs Administrators in Higher Education is an organization of colleges, universities, agencies, and professional educators whose members are committed to providing services and education that enhance student growth

Thomas, Andrew

82

Teacher Professional Development that Makes an Impact  

NASA Astrophysics Data System (ADS)

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. The partnership with Offshore Energy is financing the framework for developing more training. More than 15 school districts in South Texas will have the opportunity to participate in this program

Borrego, H.; Ellins, K. K.

2012-12-01

83

Perceptions of Mentor Teachers in a Professional Development School  

Microsoft Academic Search

The professional development school (PDS) is an innovative teacher education\\u000aprogram, designed to foster simultaneous teacher and student development in K-12 schools and teacher training institutions. Built as a partnership between professional education institutions and K-12 schools, the program aims at preparing new teachers, promoting the professional development of practicing teachers, and improving student performance through the application of inquiry-based

Gertrude Nalumansi

2011-01-01

84

Learning, Motivation, and Transfer: Successful Teacher Professional Development  

ERIC Educational Resources Information Center

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,…

McDonald, Lex

2012-01-01

85

Main Factors of Teachers' Professional Well-Being  

ERIC Educational Resources Information Center

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…

Yildirim, Kamil

2014-01-01

86

Teacher-to-teacher mentoring as professional development: Using authentic scientific research as a medium  

Microsoft Academic Search

Contemporary science education reform movements stress the importance of the professional development of teachers as an avenue for facilitating teacher change. Educational research on the professional development of teachers often focuses on the effect of hierarchical approaches on teachers enacting an authoritative perspective. Little understanding exists about the professional development of teachers that is non-hierarchical. This thesis explores teacher-to-teacher mentoring

Jason Petula

2007-01-01

87

Teachers as Leaders. Perspectives on the Professional Development of Teachers.  

ERIC Educational Resources Information Center

The 20 essays in this book provide diverse perspectives on the professional development of teachers and include: (1) "Attracting the Best and Brightest to the Teaching Profession" (James R. Hutto); (2) "Attracting Talented African-American High School Students to Careers in Education" (Rita G. Greer); (3) "A Grassroots Approach to the Recruitment…

Walling, Donovan R., Ed.

88

The Teachers' Perspective on Teacher Professional Development Evaluation  

ERIC Educational Resources Information Center

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…

Chen, Yu-Fen

2013-01-01

89

Critical Friends Group for EFL Teacher Professional Development  

ERIC Educational Resources Information Center

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…

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

90

Teachers' Conceptions of Teacher Professionalism in England in 2003 and 2006  

ERIC Educational Resources Information Center

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking…

Swann, Mandy; McIntyre, Donald; Pell, Tony; Hargreaves, Linda; Cunningham, Mark

2010-01-01

91

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

NASA Astrophysics Data System (ADS)

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 there are many RET programs currently serving teachers, there is only a small body of research describing these programs and their outcomes. Just as science learning depends on both cognitive and affective factors of learners, the success of teacher professional development also depends on the cognitive and affective factors of the participants. Thus, the intent of this mixed method research is to better understand how the nature of professional development experiences shape the kinds of teachers that apply, and what this means for the design of such experiences. This study focused on describing the cognitive and affective characteristics of applicants for two different RET programs offered at the same institution. Findings suggest that the profiles of teachers who seek out these professional development programs vary based on the programs' objectives. The findings also suggest that recognition of who is being served in professional development must be considered in the construction of those professional development experiences.

Saka, Yavuz

2013-12-01

92

Professional Development Short Course for Mathematics Teachers  

E-print Network

and navigation, students are often at a loss to see why it is all so important. In this talk I will be looking experiences with us and how it has impacted on his professional development as a teacher. 9:15am ­ 9:30am ­ Milan Pahor 11:45am ­ 12:00pm Seminar 3 ­ David Houghton Webster Theatre A, Robert Webster Building

Blennerhassett, Peter

93

Monitoring Standards for Professional Education.  

ERIC Educational Resources Information Center

A central issue in professional education is who has a mandate for determining the appropriateness of university curriculum and monitoring its quality. Examination of the accreditation guidelines of seven professions (law, medicine, nursing, psychology, physiotherapy, social work, and teaching) suggests that the relevance of professional

Cameron, Helen

2001-01-01

94

Differences across Academic Subjects in Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

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…

Torff, Bruce; Byrnes, Katherine

2011-01-01

95

Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress  

Microsoft Academic Search

The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,\\u000a sustained, whole-school professional development and their implementation of standards-based instructional practices are the\\u000a focus of this study. Participants were involved in their second year of the professional development experience. The research\\u000a question that was explored was “How are science teachers implementing standards-based

Carla C. Johnson

2007-01-01

96

The Arctic Climate Modeling Program: Professional Development for Rural Teachers  

ERIC Educational Resources Information Center

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…

Bertram, Kathryn Berry

2010-01-01

97

Teachers' Collaborative Inquiry and Professional Growth: Should We Be Optimistic?  

ERIC Educational Resources Information Center

As professional learning communities (PLCs) are proliferating as a form of teacher professional development, it is important to understand what "PLC work" is and how it impacts teacher learning. This article reports on secondary science and mathematics teachers' participation in PLCs and engagement in collaborative inquiry. The PLC provided a…

Nelson, Tamara Holmlund

2009-01-01

98

The Impact of Professional Development Schools on Teacher Leadership  

ERIC Educational Resources Information Center

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

Cosenza, Michael N.

2010-01-01

99

Experiences of Pioneers Facilitating Teacher Networks for Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

100

Beyond the Four Walls: Teacher Professionalism in Action.  

ERIC Educational Resources Information Center

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…

Harrington, Diane

101

Teachers' Professional Development Experiences: Implications for Teaching Practice  

ERIC Educational Resources Information Center

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

Vail, Teresa M.

2011-01-01

102

Physical education teachers' career-long professional learning: getting personal  

Microsoft Academic Search

The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning

Kyriaki Makopoulou; Kathleen M. Armour

2011-01-01

103

Issues in field experience assessment in teacher education in a standards?based context  

Microsoft Academic Search

This paper presents a study that shows the use of professional standards in field experience assessment in initial teacher education. A Professional Development Progress Map was developed in field experience assessment in a teacher education institution in Hong Kong. The study enriches our understanding of the holistic nature of assessing professional competence in teaching, problems of using the Progress Map

Sylvia Yee Fan Tang

2008-01-01

104

Pre-service teachers in mathematics: Struggling with the Standards  

Microsoft Academic Search

The purpose of this paper is to describe a two-year investigation of pre-service teachers in mathematics. Of particular interest is the degree to which the NCTM (1989) Curriculum and evaluation standards for school mathematics, the NCTM (1991) Professional standards for teaching mathematics, and other reform agendas impact pre-service teachers' thinking and practices. The beliefs, perceptions, philosophies, and classroom actions of

Jeffrey A. Frykholm

1996-01-01

105

From professional development to system change: teacher leadership and innovation  

Microsoft Academic Search

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is conceived as a key dimension of the role of teachers regardless

David Frost

2012-01-01

106

Moral and Instructional Influences of Teachers in Professional Development Schools.  

ERIC Educational Resources Information Center

Used case studies to examine teachers' motivation and instructional style in relationship to their progress in Professional Development School staff development. Field observations of teachers examined the effectiveness of the Teacher Instructional Orientation and Motivation model in predicting teachers' responses to staff development. Data…

Campoy, Renee W.; Hoewisch, Allison

1998-01-01

107

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

ERIC Educational Resources Information Center

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 readings…

Mantei, Jessica; Kervin, Lisa

2011-01-01

108

Foreign Language Teachers' Professional Development in Information Age  

NASA Astrophysics Data System (ADS)

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.

Fan, Xiying; Wu, Gang

109

Involving Practicing Scientists in K-12 Science Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments focus on the benefits scientists received from networking with K-12 teachers. The classroom lessons resulting from STEP have been so popular among teachers, the Alaska Department of Education and Early Development recently contracted with the PI to create a website that will make the STEP database open to teachers across Alaska. When the Alaska Department of Education and Early Development launched the new website in August 2011, the name of the STEP program was changed to the Alaska K-12 Science Curricular Initiative (AKSCI). The STEP courses serving as the foundation to the new AKSCI site are located under the "History" tab of the new website.

Bertram, K. B.

2011-12-01

110

Professional Standards and Professional Learning: A Position Paper  

ERIC Educational Resources Information Center

The educational discourse in recent years in Australia, and in particular NSW has been on advancing the status of the teaching profession through the development of a framework of standards, and by supporting the nature of teachers' work in addition to improving student-learning outcomes. The close link between student learning outcomes and…

McDaid, Karen

2010-01-01

111

National board certification as professional development: What are teachers learning?  

NASA Astrophysics Data System (ADS)

This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

Lustick, David Scott

112

Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development  

ERIC Educational Resources Information Center

Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers'…

McNerney, Shelly; Nielsen, Diane Corcoran; Clay, Phyllis

2006-01-01

113

An Examination of National Board Certified Teachers' Views of the Professional Impact of National Board Certification  

ERIC Educational Resources Information Center

The purpose of this study was to examine the professional impact of the National Board Certification from the perspective of teachers who have achieved National Board Certification, which is granted through the National Board of Professional Teaching Standards. This phenomenological study involved interviews with 10 National Board Certified…

Sullivan, Daniel

2010-01-01

114

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

ERIC Educational Resources Information Center

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…

Cohen, Jennifer L.

2008-01-01

115

The Teacher as Teacher Educator: New Roles in Professional Development Schools  

Microsoft Academic Search

In the movement to restructure schools, teachers are taking on many new roles and responsibilities. In these “boundary blurring roles” as Lampert (1991) calls them, teachers are both challenging traditional conceptions of teachers' work and changing the contexts for teaching and learning. We are particularly interested in the roles teachers adopt as teacher educators in newly created professional development schools.

Pamela L. Grossman; Nanna S. Brantigan

1992-01-01

116

Professional Development Needs of English Language Teachers in Malaysia  

ERIC Educational Resources Information Center

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…

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

2011-01-01

117

Effects of Video Club Participation on Teachers' Professional Vision  

ERIC Educational Resources Information Center

This study investigates mathematics teacher learning in a video-based professional development environment called "video clubs." In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the…

Sherin, Miriam Gamoran; van Es, Elizabeth A.

2009-01-01

118

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers  

ERIC Educational Resources Information Center

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…

Sisson, Jamie Huff; Iverson, Susan V.

2014-01-01

119

Vocational Education and Training Teacher Professional Development: Tensions and Context  

ERIC Educational Resources Information Center

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…

Bound, Helen

2011-01-01

120

Teaching Teachers: Professional Development To Improve Student Achievement  

NSDL National Science Digital Library

This monograph in AERA's Research Points series summarizes recent research on the effectiveness of teacher professional development activities with regard to student achievement. The main conclusions are that effective professional development focuses on any or all of these goals: boosting teacher content knowledge and their knowledge of how students learn, and linking activities to specific curriculum and classroom conditions.

Heather Hill, David C.

2005-01-01

121

Dear Diary: Professional Journals Can Help You Help Teachers.  

ERIC Educational Resources Information Center

An inexpensive tool for understanding the problems faced by new teachers is the teaching journal--a written reflection of their everyday classroom struggles, professional doubts, and administrative hassles. At George Mason University, all student teachers are required to keep professional journals and share them with key administrators. (MLH)

Martin, William R.

2000-01-01

122

AN INQUIRY INTO ELEMENTARY ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

During the past few years, teaching English in elementary schools has been an important policy in Asian countries. This study aims to investigate how elementary English teachers develop their professional knowledge and how they teach English in their own contexts? Practical knowledge is described as type of professional knowledge that teachers themselves generate as a result of their experiences and

Chiou-hui Chou

2006-01-01

123

Oral Proficiency Standards and Foreign Language Teacher Candidates: Current Findings and Future Research Directions  

ERIC Educational Resources Information Center

The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of teachers in the target languages they teach…

Glisan, Eileen W.; Swender, Elvira; Surface, Eric A.

2013-01-01

124

Effects of Teacher Professional Development on Gains in Student Achievement  

NSDL National Science Digital Library

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.

2009-07-11

125

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

ERIC Educational Resources Information Center

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

Chen, Jie-Qi; McCray, Jennifer

2012-01-01

126

Professional learning as a physical education teacher educator  

Microsoft Academic Search

Background: Teacher education is expected to support pre-service teachers (PSTs) as they respond to the challenges of becoming self-reliant learners, and position them within the context of a professional learning approach. In doing so, teacher educators need to exemplify lifelong characteristics of learning in our practice and attitudes, utilizing professional self-understanding and critical recollections. This in turn, one hopes, would

Ann MacPhail

2011-01-01

127

Professional equity as reported by biology teachers  

NASA Astrophysics Data System (ADS)

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

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

128

Working with Teachers in Assessment-Related Professional Development  

NSDL National Science Digital Library

Professional development related to everyday classroom interactions can require a shift in the teacher's priorities in the classroom from a focus on managing activity and behavior to a mind-set of managing learning opportunities. This essay looks closely at a professional development approach that sees the teacher not only as a professional engaged in learning and implementing new strategies for assessing students, but also as an individual who is undergoing personal change in beliefs.

Sato, Mistilina

2003-01-01

129

With Portfolio in Hand. Validating the New Teacher Professionalism.  

ERIC Educational Resources Information Center

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" (Lee Shulman). Part 2,…

Lyons, Nona, Ed.

130

What Do Beginning English Teachers Want From Professional Development?  

Microsoft Academic Search

This qualitative, interpretive case study allows insights into the reflective emerging teacher practitioner as it explores pre-service and beginning teachers’ preparedness to deal with curriculum change and the demands of the classroom and school community. Five beginning teachers were asked what they want from professional development in a period of rapid curriculum change. The study aligns with emerging local and

Anita Jetnikoff

2011-01-01

131

From Professional Development to System Change: Teacher Leadership and Innovation  

ERIC Educational Resources Information Center

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is…

Frost, David

2012-01-01

132

Field-Based Preservice Teacher Research: Facilitating Reflective Professional Practice  

ERIC Educational Resources Information Center

Preservice teachers enrolled in a middle level endorsement block provided evidence of their professional, affective, and collaborative dispositions as they reflected upon their conception of early adolescents, appropriate instruction practice, and the empowerment of teachers and students. Research indicates that empowering future teachers as…

Parkison, Paul T.

2009-01-01

133

Hybrid Teacher Leaders and the New Professional Development Ecology  

ERIC Educational Resources Information Center

This two-year study examines an emergent model for promoting classroom change amidst systemic professional development efforts--the hybrid teacher leader (HTL). Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In-depth qualitative data from…

Margolis, Jason

2012-01-01

134

Becoming a Researcher: Teacher-Conducted Research and Professional Growth.  

ERIC Educational Resources Information Center

This preliminary study investigated the perceptions of the research process of teachers who had newly become researchers and, in particular, it sought to explore the relationship between teacher-conducted research and professional growth. Six experienced English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers were…

Brindley, Geoff

135

Constructions of Caring Professionalism: A Case Study of Teacher Educators  

ERIC Educational Resources Information Center

This article investigates the professionalism of a group of women teacher educators working on initial teacher education (ITE) courses for intending primary school teachers in England. The article draws on data from an empirical study in the education departments of two universities. At the time of the research, these universities had just…

Murray, Jean

2006-01-01

136

Teacher self-assessment: A mechanism for facilitating professional growth  

Microsoft Academic Search

Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the

John A. Ross; Catherine D. Bruce

2007-01-01

137

Unbecoming Teachers: Towards a More Dynamic Notion of Professional Participation  

ERIC Educational Resources Information Center

This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of "communities of practice". All entail notions of becoming and being a…

Colley, Helen; James, David; Diment, Kim

2007-01-01

138

Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice  

ERIC Educational Resources Information Center

Despite the prevalence of professional development in schools and the variability in its implementation, little research has been conducted on how professional development makes its way into the classroom. Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how…

Battey, Dan; Franke, Megan L.

2008-01-01

139

Development of a Pre-Service Teachers' Self-Efficacy Instrument Regarding Teacher Health Education Standards  

ERIC Educational Resources Information Center

Background: Whereas many education programs expect students to use national standards in various content areas, few studies have been conducted that examine pre-service teachers' confidence in demonstrating their use of the professional teacher standards. Purpose: The purpose of this project was 2-fold: (1) To develop the Pre-service Health…

Clark, Jeffrey K.; Brey, Rebecca A.; Clark, Susan E.

2013-01-01

140

Professional development and perceived needs of science teachers  

NASA Astrophysics Data System (ADS)

About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science teachers stated a preference for professional development related to modern trends in science education directly related to classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models of inservice. Data related to preferred mode of inservice indicated significant gender differences.

Aubusson, Peter; Relich, Joe; Wotherspoon, Dan

1991-12-01

141

The influence of professionalization on the recruitment of prospective teachers as perceived by Texas teachers of the year  

E-print Network

This study focused on teacher professionalization as it relates to the recruitment of teachers. Five aspects of professionalization were selected from the literature that might influence a prospective teacher to consider a career in education...

Haney, Jan Ellen

2005-08-29

142

Improving the professional status of teaching: perspectives of future teachers, current teachers, and education professors  

Microsoft Academic Search

A US national sample of 2947 future teachers, 457 current teachers, and 1219 education faculty members was asked to rate the importance of various suggestions for improving the professional status of teaching. The results indicated that future teachers differed from current teachers and education professors. The results also suggested that all these groups rated increasing extrinsic and intrinsic rewards for

Jianping Shen; Chia-lin Hsieh

1999-01-01

143

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

ERIC Educational Resources Information Center

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…

Abednia, Arman

2012-01-01

144

Teacher Preparation Concerns: Professional Needs of Malaysian Secondary School Science Teachers.  

ERIC Educational Resources Information Center

An assessment of the professional needs of science teachers was conducted in order to aid in the development of more effective preservice and inservice teacher training programs in Malaysia. A modified version of the Teacher Need Assessment Questionnaire was administered to 78 science teachers. Data analysis indicated that the top 25 perceived…

Abu Bakar, Kamariah; Tarmizi, Rohani Ahmad

145

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

ERIC Educational Resources Information Center

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'…

Wermke, Wieland

2011-01-01

146

Quality Science Teacher Professional Development and Student Achievement  

NASA Astrophysics Data System (ADS)

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.

Dubner, J.

2007-12-01

147

Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development  

ERIC Educational Resources Information Center

Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

2013-01-01

148

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

ERIC Educational Resources Information Center

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.…

Frelin, Anneli

2014-01-01

149

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

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…

Saka, Yavuz

2013-01-01

150

Finding an Identity and Meeting a Standard: Connecting the Conflicting in Teacher Induction  

ERIC Educational Resources Information Center

This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers

McNally, Jim; Blake, Allan; Corbin, Brian; Gray, Peter

2008-01-01

151

Model Standards for Licensing Classroom Teachers and Specialists in the Arts: A Resource for State Dialogue.  

ERIC Educational Resources Information Center

This document outlines what beginning classroom teachers and arts education specialists should know and be able to do to teach the arts effectively. The volume serves as a guide for individual states, professional organizations, and teacher education programs as they develop and refine their standards and practices. The Interstate New Teacher

Council of Chief State School Officers, Washington, DC.

152

Linking School Goals and Learning Standards to Teacher Evaluation and Compensation.  

ERIC Educational Resources Information Center

It is possible to tie teacher compensation to professional growth, without reference to standardized test scores. Tying pay to students' achievement scores does not account for the different levels of students, and teacher testing does not separate good teachers from bad. In Rutland Northeast, Vermont, each school has its own locally elected…

Mathis, William J.

153

Pathways to Teacher Leadership among English-as-a-Second-Language Teachers: Professional Development by and for Emerging Teacher Leaders  

ERIC Educational Resources Information Center

While the scope of activities that constitute teacher leadership has become better defined, the professional development of emerging teacher leaders is just beginning to be discussed. In this study, the teacher leadership activities of beginning English-as-a-second-language teachers in a wide variety of settings in New York City public schools…

Baecher, Laura

2012-01-01

154

Mathematical teacher professional development incorporating an external critical friend  

Microsoft Academic Search

This paper presents some survey data from a mathematical teacher professional development initiative being conducted in a small rural school. The initiative involves an external critical friend working within a school, in mathematics classes, with teachers for week-long sessions. The initiative began with a whole staff professional development day, moving to three week-long visits throughout the year, working one-to-one with

Pauline Rogers

155

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

ERIC Educational Resources Information Center

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

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

2010-01-01

156

A New Professionalism for Massachusetts Teachers: Six Constituencies at Work.  

ERIC Educational Resources Information Center

A new professionalism for teachers will only be possible when the following constituencies collaborate for educational change: (1) teachers; (2) education school deans and faculties; (3) chairs and members of university arts and sciences departments; (4) local school administrators and committee members; (5) state departments of education; and (6)…

Reed, Elaine Wrisley

1998-01-01

157

Mozambican Teachers' Professional Knowledge about Limits of Functions  

ERIC Educational Resources Information Center

This paper analyses five Mozambican secondary school teachers' professional knowledge about limits of functions. Building up on Even's analysis of SMK [subject-matter knowledge], a new framework has been put together for this analysis. Interviews have been held with the teachers to analyse their knowledge according to this framework. Data suggest…

Huillet, Danielle

2005-01-01

158

Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development  

ERIC Educational Resources Information Center

This article features the workshop titled Exploring New Environments, developed by the University of North Carolina at Chapel Hill's DESTINY Traveling Science Learning Program. Exploring New Environments is a teacher professional development model based on the idea that teachers are also learners who thrive when given the means and encouragement…

Vogel, Amber; Muth, Christine

2005-01-01

159

Diving Into the Ocean Sciences: Professional Development Opportunities for Teachers  

Microsoft Academic Search

Graduate students from the College of Marine Science, at the University of South Florida, are collaborating with teachers in Pinellas County schools to bring the interdisciplinary field of oceanography into the classroom. Through the National Science Foundation's GK-12 OCEANS program, a series of three full-day professional development workshops are being offered to familiarize teachers with ocean science concepts and allow

H. W. Hill; H. L. Judkins; T. Greely; S. Ivey; A. Pyrtle; A. Lodge

2004-01-01

160

Achieving the Goals. Goal 4: Teacher Education and Professional Development.  

ERIC Educational Resources Information Center

Goal 4 of the National Education Goals envisions that teachers will have access to programs for the continued improvement of their professional skills. This book examines what federal agencies are doing to enhance teacher preparation, presents information on career-long development, and offers program descriptions and contact names. The first…

Department of Education, Washington, DC.

161

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement  

ERIC Educational Resources Information Center

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Griffith, Louise Ann

2009-01-01

162

K-12 Teacher Participation in Online Professional Development  

ERIC Educational Resources Information Center

Effectiveness in education is a national concern and reform efforts continue to be championed with the hope of stimulating improvement to more effectively meet the needs of all students. Many reform efforts include a focus on teacher professional development to strengthen teacher pedagogy and positively impact student achievement. Rapid expansion…

McNamara, Catherine Louise

2010-01-01

163

Preparing Student Teachers for Professional Appointments in Rural Schools.  

ERIC Educational Resources Information Center

Based on research and discussions with rural educators in Australia and New Zealand, a new rural teacher preparation program at the University of Victoria (British Columbia) is intended to sensitize students to the professional life of teachers in small rural communities and to acquaint them with the demands of teaching multi-graded classes. The…

Haughey, Margaret; Murphy, Peter

164

Antecedents and Consequences of Teacher Organizational and Professional Commitment.  

ERIC Educational Resources Information Center

Examines the relationship of teacher professional and organizational commitment with participation in decision making and organizational citizenship behavior in Israel. Finds, for example, that teachers with high commitment to their organization and/or their profession report that they are more engaged in organizational citizenship behavior than…

Somech, Anit; Bogler, Ronit

2002-01-01

165

The Work, Perceptions and Professional Development of Teachers  

ERIC Educational Resources Information Center

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

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

166

Teachers' Professional Learning: The Role of Knowledge Management Practices  

ERIC Educational Resources Information Center

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

Niehoff, Karissa

2010-01-01

167

The Role of Academic Study in Teachers' Professional Development  

ERIC Educational Resources Information Center

Currently, in New Zealand, unprecedented numbers of teachers are involved in professional development activities, with, in essence, practice as the major focal point. In recent years, however, an increasing trend for primary teachers to undertake academic study towards a degree qualification has emerged. Although study towards a degree…

Williams, Ruth

2005-01-01

168

Te Kotahitanga: Culturally Responsive Professional Development for Teachers  

ERIC Educational Resources Information Center

Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

Bishop, Russell; Berryman, Mere

2010-01-01

169

Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools  

ERIC Educational Resources Information Center

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

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

2011-01-01

170

New Teachers, Mentoring and the Discursive Formation of Professional Identity  

ERIC Educational Resources Information Center

This paper considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers. The site for this analysis is the Teacher Mentoring and Induction Program, in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new…

Devos, Anita

2010-01-01

171

Psychometric Properties of Characteristics of Teacher Professional Development Instrument  

ERIC Educational Resources Information Center

This primary purpose of the study was to expand the work of Garet, Porter, Desimone, Birman, and Yoon (2001) by creating and psychometrically testing an instrument designed to measure teachers' perceptions of characteristics of professional development. Elementary teachers (n = 406) from five school districts in Washington State participating in a…

Soine, Karen M.

2011-01-01

172

Society for Music Teacher Education Professional Literature Project.  

ERIC Educational Resources Information Center

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

Heller, George N., Ed.

173

Professionals or Technicians? Teacher Preparation Programs and Occupational Understandings  

ERIC Educational Resources Information Center

Teacher preparation is a mechanism of occupational socialization, a process by which novice workers learn the norms and values of the occupation. Traditional education programs housed in schools of education support the ideology of a professional teacher with norms that include a strong pedagogical knowledge base and a gradual induction to the…

Evans, Lorraine

2010-01-01

174

Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers  

ERIC Educational Resources Information Center

This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore,…

Bauml, Michelle

2014-01-01

175

Enhancing Teacher Performance: The Role of Professional Autonomy  

ERIC Educational Resources Information Center

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

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

2010-01-01

176

Professional Development: Teachers Use of GIS to Enhance Student Learning  

ERIC Educational Resources Information Center

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

McClurg, Patricia A.; Buss, Alan

2007-01-01

177

Factors Affecting Teachers' Participation in Professional Learning Activities.  

ERIC Educational Resources Information Center

Examined the potential and adequacy of the workplace as a site for teacher learning in view of a large-scale secondary education reform in the Netherlands. Teacher surveys and interviews indicated that there were great discrepancies between theory and practice in opportunities for professional learning in the workplace. Rate of participation in…

Kwakman, Kitty

2003-01-01

178

Professional Development Workshops for Student Teachers: An Issue of Concern  

ERIC Educational Resources Information Center

Professional development programs are critical in addressing the needs of teacher education students and graduates. In an effort to best meet the desired needs and wants of these new educators, professional development opportunities must target essential issues. This study examines topics including classroom management, exceptional children,…

Hsu, Amy; Malkin, Fran

2013-01-01

179

The Antecedents of Teacher Satisfaction with Professional Development Programs  

ERIC Educational Resources Information Center

Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students' learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical…

Nir, Adam E.; Bogler, Ronit

2008-01-01

180

Developing a Professional Learning Community among Preservice Teachers  

ERIC Educational Resources Information Center

This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

Bond, Nathan

2013-01-01

181

Tomorrow's Teachers: Balancing Federal Guidelines and Professional Judgment  

ERIC Educational Resources Information Center

Teachers, and those who prepare them, struggle to balance test-centered legislative mandates and conscientious professional practices. Increasingly, professional judgment may be at variance with federal testing guidelines. Present federal testing requirements, if strictly followed, will retain a significant number of students in grade resulting in…

Wakefield, Dara

2007-01-01

182

Professional Development School Partnerships: An Instrument for Teacher Leadership  

ERIC Educational Resources Information Center

Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional

Carpenter, Brittany D.; Sherretz, Christine E.

2012-01-01

183

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues  

ERIC Educational Resources Information Center

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of…

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

184

Facilitating Professional Development for Teachers of English Language Learners  

ERIC Educational Resources Information Center

The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

Molle, Daniella

2013-01-01

185

International Handbook on the Continuing Professional Development of Teachers  

ERIC Educational Resources Information Center

This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: (1) A review of current CPD literature; (2)…

Day, Christopher; Sachs, Judyth

2005-01-01

186

Engaging Beginning Teachers as Experts in Professional Development  

ERIC Educational Resources Information Center

Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program's attempt to draw on the strengths within its network, engaging new…

Fleming, Jane

2014-01-01

187

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

NASA Astrophysics Data System (ADS)

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 meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

Gargus, Gerald Vincent

188

Thinking teacher professional learning performatively: a socio-material account  

Microsoft Academic Search

New socio-economic conditions have resulted in significant reconfiguration of professional learning in terms of the increasing integration of work into curriculum, pedagogy and inter-professional relationships. This article examines the significance of ‘more than human’ dimensions for this learning, using resources provided by actor–network theory (ANT). Drawing on data collected as part of a national study of practices of teacher professional

Dianne Mulcahy

2012-01-01

189

Examining the Performance Standards for In-Service Teachers: A Confirmatory Factor Analysis of the Assessment of Teachers' NETS-T Expertise  

ERIC Educational Resources Information Center

The survey Performance Standards for In-service Teachers is widely used to help describe teacher skills relating to instructional technology for assessment or planning of professional development. It is based on the six constructs of the National Educational Technology Standards for Teachers, and though used broadly in a variety of contexts, it…

Corbell, Kristen A.; Osborne, Jason W.; Grable, Lisa Leonor

2008-01-01

190

Contested discourses of teacher professionalism: current tensions between education policy and teachers’ union  

Microsoft Academic Search

This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers’ union in Norway. Based on an examination of three white papers on teacher education from the past 15?years and policy documents put forth by the Union of Education Norway during the past decade, the authors argue that new constructions

Sølvi Mausethagen; Lise Granlund

2012-01-01

191

Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.…

Hauck, Nancy

2012-01-01

192

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

ERIC Educational Resources Information Center

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

Bogler, Ronit; Somech, Anit

2004-01-01

193

Online Professional Experiences in Teacher Preparation Program: A Preservice Teacher Study  

ERIC Educational Resources Information Center

Teacher preparation is a process of instructional fulfillment in teacher education. This program is widely used in school that need professionalism in terms of networking. Supervisor take their role to support preservice teacher in many expected attributes which school workers should be known and learned in various kind of school contexts. This…

Nuangchalerm, Prasart; Prachagool, Veena; Sriputta, Patcharee

2011-01-01

194

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

195

Standards for Educational Public Relations and Communications Professionals.  

ERIC Educational Resources Information Center

Describes National School Public Relations Association standards for school public relations and communications professionals and program. Includes reactions and comments about new Association standards from seven superintendents and four school public-relations professionals. (PKP)

Chappelow, Marsha A.

2003-01-01

196

Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development  

Microsoft Academic Search

Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers' early literacy instruction environment and practices, could be used to guide the implementation of an early literacy peer-coaching

Shelly McNerney; Diane Corcoran Nielsen; Phyllis Clay

2006-01-01

197

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

ERIC Educational Resources Information Center

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…

Pella, Shannon

2011-01-01

198

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

ERIC Educational Resources Information Center

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…

Garner, Arthur L., Jr.

2011-01-01

199

Teacher Mentoring as Professional Development. ERIC Digest.  

ERIC Educational Resources Information Center

Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the…

Huling, Leslie; Resta, Virginia

200

Teachers as Learners: Approaches to Professional Education.  

ERIC Educational Resources Information Center

Recent research in preservice and inservice teacher education has led to four generalizations concerning effective staff development: (1) teachers should be actively engaged in their own learning; (2) collaboration based upon mutual trust and respect between institutions of higher education, school districts, and the community is essential; (3)…

Cook, Gillian E.

201

Facilitating Professional Development through Teacher Study Groups  

ERIC Educational Resources Information Center

Differentiated instruction is a way of teaching, which gives students multiple choices to learn information. Fourth grade teachers at one elementary school were not implementing the differentiated instructional techniques that would help them address the learning needs of their students. The purpose of this project study was to create a teacher

Thomas, La' Toya

2010-01-01

202

Towards Professionalism: Ethical Perspectives of Israeli Teachers  

ERIC Educational Resources Information Center

This study attempted to gain a better understanding of teachers' perceptions about their ethical dilemmas and roles. Qualitative data were collected by interviewing 32 teachers in seven schools. Interviewees were asked to provide detailed descriptions of ethical dilemmas they had encountered. The coding process focused on critical incidents…

Shapira-Lishchinsky, Orly

2009-01-01

203

The Student Teacher and Professional Values.  

ERIC Educational Resources Information Center

With the loss of the original religious foundation of education and its increasing secularization, there has been a shift in definition of the teacher's role. In attempting to prepare persons for assuming the responsibilities of this role, education has relied on teacher training programs as external elements of control instead of the earlier…

Heddendorf, Russell Howard

204

Rural High School Mathematics Teachers' Response to Mathematics Reform Curriculum Integration and Professional Development  

ERIC Educational Resources Information Center

The purpose of this qualitative study was to examine rural high school mathematics teachers' responses to the initial implementation of Louisiana's "Comprehensive Curriculum" during their second year of involvement in a professional development program. The curriculum changes were the culmination of an alignment between standards, curriculum,…

Cox, Teodora B.

2009-01-01

205

Teachers' professional knowledge in scaffolding academic literacies for English language learners  

Microsoft Academic Search

Broadbanded' concerns about mainstream literacy standards ignore English as a Second Language (ESL) students' need for language support and development; for example, schools expect learners to write about narratives but provide little systematic attention to the language needed. This article presents the collaborative efforts of an ESL professional and a mainstream classroom teacher, drawing attention to their sophisticated design of

MARGARET EARLY; DIANE POTTS; BERNARD MOHAN

2005-01-01

206

Professional Learning Communities & Teacher-Directed Professional Development  

ERIC Educational Resources Information Center

In an online interview, Giselle Martin-Kniep defines a "Professional Learning Community" (PLC) as "a forum for continually improving learning," "an organizational lifestyle change" through which all stakeholders hone their skills to promote student achievement. Participants in a PLC become "critical friends" who advise, support, and "cheer on" one…

Zeppieri, Roseanne

2008-01-01

207

‘Are PE teacher identities fit for postmodern schools or are they clinging to modernist notions of professionalism?’ A case study of Norwegian PE teacher students’ emerging professional identities  

Microsoft Academic Search

The concept of the ‘professional teacher’ is highly contestable, and the array of definitions that circulate in teacher education draw on competing theoretical and ideological positions. This paper explores what discourses about professionalism are currently available within Norwegian physical education teacher education (PETE) and, in particular, asks whether they reflect the needs of postmodern teachers in a ‘knowledge society’? It

Fiona Dowling

2011-01-01

208

The impact of telecommunications on science teacher professional development  

NASA Astrophysics Data System (ADS)

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 study demonstrates that professional growth can occur when teachers interact collaboratively using telecommunications. Teachers from different summer institutes, who had never met, interacted as a community, sharing experiences, requesting assistance, and reflecting on their practice for two or more years following a summer in-service program. The findings suggest that telecommunications is an effective option for sustaining collegial interactions and providing support, as advocated by current models of professional development.

Hatton, Mary E.

209

Teacher leadership and professional development: examining links between two concepts central to school improvement  

Microsoft Academic Search

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

Philip E. Poekert

2012-01-01

210

ICT Competency Standards for Teachers: Policy Framework  

ERIC Educational Resources Information Center

The Untied Nations Educational, Scientific, and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Competency Standards for Teachers (ICT-CST) project aims to improve teachers' practice in all areas of their work, combining ICT skills with innovations in pedagogy, curriculum, and school organization. It is also aimed at…

United Nations Educational, Scientific and Cultural Organization (UNESCO), 2008

2008-01-01

211

Professional Development for Elementary Science Teachers: Implications for Practice  

NSDL National Science Digital Library

As we enter a new millennium, the quality of life in the decades to come will depend to a great extent on the quality of our schools. A hallmark of that quality will be our ability to provide effective science instruction for all students. Our success in achieving that objective will depend on teachers at every level who are well-equipped and well-prepared to teach science. Staffing our classrooms with teachers who are able to provide quality science instruction, though, will not be easy. It will require commitment and collaboration on the part of teachers, administrators, teacher educators, and many others. Nor can we assume that, once in the classroom, teachers will remain well-qualified and well-prepared. A clear understanding of effective professional development, and continuous implementation based on that understanding, will insure that we have the teachers that we, and our students, will need in the coming century.

Hernandez, Patricia; Arrington, Jeff

2011-03-11

212

Tennessee Teacher Training Program: Professional Development Manual for ESOL Teachers.  

ERIC Educational Resources Information Center

This guide contains material that has been piloted in Tennessee ESOL (English for Speakers of Other Languages) Regional Training Sessions over 2 years. It contains resources for teachers, student learning plans, student portfolio check sheets, information to help new teachers, and Internet sites where training videos and curriculum resources can…

Tennessee Univ., Knoxville. Center for Literacy Studies.

213

Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development  

Microsoft Academic Search

This article presents an example of teacher professional development based on a perspective of situated learning and implemented on a large scale. We consider teacher professional development from three perspectives. First, teacher professional development is a key factor in improving classroom instruction. Second, teacher professional development is a vehicle for conveying knowledge from research into classrooms. Third, teacher professional development

Christian Ostermeier; Manfred Prenzel; Reinders Duit

2010-01-01

214

The Tundra Is the Text: Using Alaska Native Contexts To Promote Cultural Relevancy in Teacher Professional Development.  

ERIC Educational Resources Information Center

In summer 2000, the University of Alaska Anchorage and cooperating professional development schools organized four summer institutes to enhance teachers' cultural and subject matter knowledge. This dual focus was prompted by the new Alaska Content Standards and by guidelines for preparing culturally responsive teachers, developed by Alaska Native…

Fickel, Letitia Hochstrasser; Jones, Ken

215

The Emergence of Teacher Leaders through Professional Development.  

ERIC Educational Resources Information Center

The PUMP Algebra Project was a systemic effort in a mid-size urban city focusing on professional development of middle school mathematics teachers, which had a long-term goal of enabling more minority students to be algebra-ready by the end of 8th grade. The development of teacher leaders was not a targeted focus of the Project; it was a major…

Thornton, Carol A.; Langrall, Cynthia W.; Jones, Graham A.; Swafford, Jane O.

216

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

ERIC Educational Resources Information Center

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,…

Shawer, Saad

2010-01-01

217

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

ERIC Educational Resources Information Center

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…

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

218

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

NASA Astrophysics Data System (ADS)

Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most significant of these was isolation. In addition, multiple and diverse patterns of connectivity which cut across all six of the previous dimensions and changed with time were identified. These were: (1) Mentors' reflection on their practice, and (2) Mentors' focus and self-view which connected them to their interns and their practice. The theory generated from this study is: Mentor teachers' professional development is mediated by interns in the context of a science PDS. The three supporting assertions for this theory are: (1) Mentors' reflection, focus and self-view influenced the extent of their professional development, (2) The PDS partnership mentor/intern pair successfully negotiated and collaborated, but in isolation, and (3) Mentor/intern pairs developed models of teaching science through inquiry. This study's finding were used as a basis of recommendations for research and practice.

Kreamer, Sherry Maureen

219

Teachers in Charge: Empowering the Professionals.  

ERIC Educational Resources Information Center

ABC Unified School District in Cerritos, a suburb of Los Angeles, has made significant changes in management. The District includes teachers in a participative decision-making structure that has provided them a sense of empowerment. Responsibility for implementing changes still remains in the hands of the local schools. Includes a sidebar…

Sickler, Joan L.

1988-01-01

220

Repositioning Professionalism: Teachers, Mentors, Policy and Praxis  

ERIC Educational Resources Information Center

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

Ingleby, Ewan; Tummons, Jonathan

2012-01-01

221

Teacher Professionalism: Subverting the Society of Control  

ERIC Educational Resources Information Center

The past 30 years have seen a series of major shifts in English education. Central to these changes has been the growth of data systems which now measure and control the work of teachers to a huge degree. This form of data-led surveillance was predicted in the work of Gilles Deleuze, a totalising process where data become more important than the…

Wood, Phil

2014-01-01

222

A Vital K-12 Partner Teacher Professional  

E-print Network

. By partnering with educational groups, state agencies, schools, corporations, and opinion leaders throughout leaders who want to team with Georgia Tech to improve performance in STEM for all students at the level for Teachers (GIFT) Program, a paid summer STEM internship in industry workplaces and university labs. Free PLU

Li, Mo

223

Enriching the Professional Learning of Early Years Teachers in Disadvantaged Contexts: The Impact of Quality Resources and Quality Professional Learning  

ERIC Educational Resources Information Center

Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n =…

Warren, Elizabeth A.; Miller, Jodie

2013-01-01

224

STEP UP to networks for science teacher professional development  

NASA Astrophysics Data System (ADS)

Enhancement of the professional status of teachers, support for exemplary teaching methods, and encouragement of science teacher professionalism and life-long development opportunities are receiving increased attention (National Research Council, 1993; NSTA, 1993). While a variety of support mechanisms and structural changes in schooling may be necessary to effect significant long-term change, teachers’ networking capacity can be significantly enhanced via networks focused on teachers helping teachers. Clearly, the teachers in the field and the funding agencies consider STEP UP’s operating philosophy to be effective. “Our present plight did not appear overnight, and the responsibility for our current situation is widespread. Reform of our educational system will take time and unwavering commitment. It will require equally widespread, energetic, and dedicated action...” (Gardner, 1983, p. 36). Our nation may be at risk, but as the Chinese symbol for risk suggests, we also are at a time of great opportunity. Opportunities that are enhanced when isolated teacher-islands are encouraged to build interconnecting bridges via networks.

Stannard, Carl; O'Brien, Thomas; Telesca, Andrew J.

1994-12-01

225

When Teachers Become Musicians and Artists: teacher transformation and professional development  

Microsoft Academic Search

Two models for professional development in the arts are described in this paper. One model involves summer institutes complemented by autumn\\/winter workshops and teacher?led action research projects, in partnership with performing arts organizations and museums. Another model engages all staff members in a school in workshops and individual learning projects over the school year. In both programmes, teachers and artists

Rena Upitis; Katharine Smithrim; Barbara J. Soren

1999-01-01

226

A Tale of Two Teachers: Chinese Immigrant Teachers' Professional Identity in US Foreign Language Classrooms  

ERIC Educational Resources Information Center

This study looks at Chinese immigrant teachers' identity through the theoretical framework of the figured worlds, aiming to explore how the Chinese immigrant teachers navigate the cultural and educational practices and negotiate their professional identities in the figured world of foreign language classes in the US public schools, and how the two…

Gao, Yunli

2010-01-01

227

Teacher Collaboration and Professional Development in the Workplace: A Study of Portuguese Teachers  

ERIC Educational Resources Information Center

This article reports on findings from research aimed at investigating teacher collaboration and professional development in the workplace. It draws upon a broader study carried out in a school in Northern Portugal. Data were collected through questionnaires, semi-structured interviews and written reflective accounts. In total, 80 teachers

Forte, Ana Maria; Flores, Maria Assunção

2014-01-01

228

Benchmarking the Motivational Competencies of Academically Qualified Teachers and Professionally Qualified teachers in Nigerian Secondary Schools  

Microsoft Academic Search

Little attention has been paid to student learning difficulties and co-teachers stimulating themselves in creating effective secondary schooling in Nigeria. Also, her education industry has been recorded as one of the least in stimulating national development. Researchers have attributed this to the employment of non-professional teachers in the teaching and learning processes. Besides, we recognise that the intimidating work environment

Nwachukwu Prince Ololube

229

A Teacher Proposed Heuristic for ICT Professional Teacher Development and Implementation in the South African Context  

ERIC Educational Resources Information Center

This qualitative interpretive exploratory case study investigated a sample of South African teachers' perceptions of the requirements for successful implementation of Information and Communication Technology (ICT) Professional Teacher Development (PTD) within disadvantaged South African township schools in the Port Elizabeth district in South…

du Plessis, Andre; Webb, Paul

2012-01-01

230

Teachers as E-Learners: Exploring the Experiences of Teachers in an Online Professional Master's Programme  

ERIC Educational Resources Information Center

This article reports the findings of a qualitative investigation into the e-learning experiences of educational practitioners in England studying for accredited Continuing Professional Development. The research was conducted with a cohort of participants studying on a mixed-mode professional learning masters programme for teachers. It focused on…

Daly, Caroline; Pachler, Norbert; Pickering, Jon; Bezemer, Jeff

2007-01-01

231

Teacher Professional Development in Laredo, TX  

NASA Astrophysics Data System (ADS)

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

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

2014-01-01

232

"Texas Standard": Spreading the Word to the Teachers' State Association of Texas  

ERIC Educational Resources Information Center

Despite the importance of educational journals to teachers and other educational professionals, little attention has been given to educational communication or journalism, particularly those published by a minority teachers' state or local association. This study examines the "Texas Standard," which, beginning in 1926, provided information to a…

Morowski, Deborah L.

2007-01-01

233

The Role of Video in Teacher Professional Development  

ERIC Educational Resources Information Center

This literature review focuses on the e-use of video in teacher initial and continuing professional development. There is evidence that video technology used synchronously, and particularly asynchronously, can extend the quantity and quality of classroom observation experience, which in turn supports the development of observation, analysis and…

Marsh, Brian; Mitchell, Nick

2014-01-01

234

A Professional Development Program Evaluation: Teacher Efficacy, Learning, and Transfer  

ERIC Educational Resources Information Center

Although professional development is an important means of improving both teachers' skills and student outcomes, there is a dearth of high quality empirical research on the efficacy of such efforts. The efficacy of the Challenging Behavior Process was assessed using a mixed method approach which included the use of pre-, post-, and follow-up…

Tomonari, Dana Anne Miyuki

2012-01-01

235

From Preschool Teachers' Professional Development to Children's Knowledge: Comparing Sets  

ERIC Educational Resources Information Center

Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes…

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal

2011-01-01

236

Professional Development of Teacher Educators: A Cross Border Story  

ERIC Educational Resources Information Center

This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in…

Laws, Kevin; Harbon, Lesley; Nguyen, Nam; Trinh, Lap

2009-01-01

237

The Role of Emotions in Student Teachers' Professional Identity  

ERIC Educational Resources Information Center

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and,…

Timostsuk, Inge; Ugaste, Aino

2012-01-01

238

Music Teacher Practice and Identity in Professional Development Partnerships  

ERIC Educational Resources Information Center

Since 1995, the author has been the university music educator responsible to a professional development partnership. Over an 8-year span, she has collected narratives of experience from approximately 100 pre-service music teachers, following, to some extent, the research model of Connelly and Clandinin. In developing their notion of "personal…

Conkling, Susan Wharton

2004-01-01

239

CLASS Reliability Training as Professional Development for Preschool Teachers  

ERIC Educational Resources Information Center

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

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

2014-01-01

240

Strategic Framework for Teacher Education and Professional Development: Pakistan  

ERIC Educational Resources Information Center

It is common to find well-crafted and coherent policy designs failing to attain desired results in developing counties. Pakistan is no exception. Despite having taken a significant number of initiatives in a quest to further its Teacher Professional Development (TPD) objectives, progress remains less than satisfactory. While a number of studies…

US Agency for International Development, 2006

2006-01-01

241

Teacher Professional Growth in an Authentic Learning Environment  

ERIC Educational Resources Information Center

Increments in educational budgets have been devoted to professional development for teachers to help them accommodate their practices to the realities of their classrooms. Previous research has suggested that despite this significant investment, there has been little, if any, positive change. This begs the question of what else might be done to…

Slepkov, Howard

2008-01-01

242

Conceptualising Teachers' Professional Learning with Web 2.0  

ERIC Educational Resources Information Center

Purpose: This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach: The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and…

Burden, Kevin John

2010-01-01

243

Principals' Views on Teachers' Professional Development  

ERIC Educational Resources Information Center

This article is an account of a study that aimed to elicit the perceptions of school principals and middle managers in Lebanon on teachers' professional development (PD) and to promote an understanding of PD that extends beyond workshops. The study was qualitative and exploratory and used online interviewing to collect data. Questions were…

Nabhani, Mona; Nicolas, Maureen O'Day; Bahous, Rima

2014-01-01

244

Putting Writing Research into Practice: Applications for Teacher Professional Development  

ERIC Educational Resources Information Center

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…

Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.

2010-01-01

245

Standards, Procedures, and Policies for the Accreditation of Professional Education Units.  

ERIC Educational Resources Information Center

This volume contains the 20 standards and indicators against which professional education units (schools, colleges, or departments of education) are evaluated to determine their accreditation status. It also contains salient National Council for Accreditation of Teacher Education (NCATE) policies and procedures and an overview of NCATE's…

National Council for Accreditation of Teacher Education, Washington, DC.

246

Research on Professional Development Schools. Teacher Education Yearbook VII.  

ERIC Educational Resources Information Center

This book examines the current standard practice of confining teacher preparation to 4 years of coursework, examining the growing interest in career-spanning teacher education. There are 12 chapters. Section 1, "Collaboration: Building Bridges to Transform Institutional Cultures," includes: "Overview and Framework" (Linda Valli) and three…

Byrd, David M., Ed.; McIntyre, D. John, Ed.

247

The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research  

NASA Astrophysics Data System (ADS)

The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

Buxner, Sanlyn

2013-06-01

248

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

Microsoft Academic Search

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

Tara Eileen Higgins

2008-01-01

249

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

ERIC Educational Resources Information Center

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

Wichadee, Saovapa

2012-01-01

250

Student Teachers' Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales  

ERIC Educational Resources Information Center

Cooperating teachers play important roles in student teachers' development as educators. The purpose of this study was to develop a measure that enables systematic investigation of the actions and interactions of cooperating teachers during student teaching. Three sets of educational standards lent focus to this work. The measures developed were…

Holbert, Romena M. Garrett

2011-01-01

251

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

252

The Impact of Disrupted and Disjointed Early Professional Development on Beginning Teachers  

ERIC Educational Resources Information Center

This longitudinal study is set in the national and international contexts of early professional development, teacher careers, and teacher retention. It provides qualitative insights into key factors shaping beginning teachers' early professional learning (EPL) journeys and considers the impact of policy initiatives on new teachers in Scotland.…

Fenwick, Ashley; Weir, Douglas

2010-01-01

253

Journeys toward Becoming a Teacher: Charting the Course of Professional Development  

ERIC Educational Resources Information Center

Teacher education programs challenge students' beliefs about teaching and learning in hope of creating a pedagogical awareness that will inform teaching practices and guide the professional transformation from student to teacher. The process of becoming a teacher is referred to variously as teacher development, professional growth and development,…

Jarvis-Selinger, Sandra; Pratt, Dan D.; Collins, John B.

2010-01-01

254

Enhancing the Development of Pre-Service Teacher Professional Identity via an Online Classroom Simulation  

ERIC Educational Resources Information Center

The development of a professional identity plays an important part in pre-service teacher education. However, very little is explicitly taught about how one can develop a teacher professional identity via pre-service teacher education (Allen, 2005:1). Rather, as a pre service teacher progresses through their degree, they are expected to develop…

Carrington, Lisa; Kervin, Lisa; Ferry, Brian

2011-01-01

255

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

NASA Astrophysics Data System (ADS)

Research has shown that teachers' skills and knowledge are key determinants of students' opportunities to learn (Haycock, 2003). As highlighted in the National Science Education Standards (National Research Council, 1996) professional development must include experiences that engage teachers in active learning that builds their knowledge, understanding, and ability. The 2004 to 2006 Teacher and Researcher Exploring and Collaborating Professional Development Program (TREC) program funded by the National Science Foundation (NSF) and implemented by the Arctic Research Consortium of the United States (ARCUS) targeted well documented shortcomings in professional development by offering two to six weeks field research experiences in the Arctic Region for K-12 teachers as a collaborative approach between scientists and science teachers. This study described the extent of effectiveness of TREC with regard to teachers' abilities to teach science in terms of knowledge, attitudes, and skills and identified program components that were most effective. A mixed methods research design was used requiring the collection and systematic analysis of (1) archival data collected by the Arctic Research Consortium of the United States (ARCUS); and (2) participant survey. Data were analyzed and interpreted utilizing descriptive statistics, cross-tabulation and triangulation (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The results of this study provides evidence that TREC was effective as a professional development program in refining science teachers' knowledge, skills, and confidence to teach science effectively, renewed their enthusiasm for teaching and promoted students' learning. Respondents reported that they introduced new topics in their science lessons, incorporated new hands-on activities, gave more emphasis to data collection, integrated more technology, assigned projects based on "real world" problems more frequently, and communicated the excitement of Polar research. The one program goal that was not reached was the development of sustained, long-term partnerships.

Kaden, Ute

256

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

ERIC Educational Resources Information Center

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,…

Ho, Kai Fai; Tan, Preston

2013-01-01

257

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

NASA Astrophysics Data System (ADS)

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

Deloney, Dericka B.

258

Standardized Tests: A Teacher's Perspective  

ERIC Educational Resources Information Center

This article offers an explanation of standardized tests so that parents may understand the significance of their children's tests scores. Definitions of terms such as "percentile ranking," "norming group" and "criterion-referenced" are given. The author also questions the validity of high-stakes tests as a true measure of student knowledge.

Blasi, MaryJane

2005-01-01

259

Teachers' Perceptions of Standardized Achievement Tests  

Microsoft Academic Search

As standardized achievement testing has increased in frequency and importance over the past few decades, researchers have begun to examine the validity of test scores more closely. The way that teachers prepare their students for taking these tests, as well as things they do while their students take the tests, influence students' scores and the validity of the scores. It

Timothy C. Urdan; Scott G. Paris

1994-01-01

260

Mathematics Teacher TPACK Standards and Development Model  

ERIC Educational Resources Information Center

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

261

Models of professional preparation: Pharmacy, nursing and teacher education  

Microsoft Academic Search

The study focuses on three areas of initial professional education at degree level—pharmacy, nursing and teacher education. All three are associated with professions where individual clients' needs are significant—the so-called caring professions. The project was conducted largely through interviews with teaching staff in both university and public sector institutions. The interviews focused on the interests, activities and values of the

R. A. Barnett; R. A. Becher; N. M. Cork

1987-01-01

262

Influence of Professional Learning Community (PLC) on Secondary Science Teachers' Culture of Professional Practice: The Case of Bangladesh  

ERIC Educational Resources Information Center

While the current reform efforts in Bangladesh require a substantive change in how science is taught, an equally substantive change is needed in the culture of professional practice. This study will, therefore, investigate how science teachers' learning in a professional learning community (PLC) influences the ways in which participant teachers

Rahman, S. M. Hafizur

2011-01-01

263

Using Videoconferencing for Elementary/Secondary Teacher Professional Development  

NASA Astrophysics Data System (ADS)

Working within a large geographic area, McDonald Observatory lacks the resources to send staff to present professional development workshops to teachers - and only limited numbers of teachers have the resources to attend workshops at our observatory. Our solution is the development of a new program to bring the workshop to teachers in their own communities through videoconferencing. Each workshop location has a co-facilitator who prepared for his/her duties through an orientation/training session held at McDonald Observatory. At the observatory, they experienced a variety of activities and selected the ones most suitable for the grade-levels of the teachers in their region; they recruit the teachers for the local workshop. Each videoconference session includes pre/post assessment of the participants, an interactive videoconference with an expert presenter, and assistance from the co-facilitator who manages the materials and assists with the activities. Through use of this technology, we expect to reach 500 teachers. An independent evaluator is preparing formative and summative evaluation for the project.

Hemenway, Mary Kay; Wetzel, Marc; Rood, Magdalena; Roberts-Gray, Cynthia; Preston, Sandra

2011-06-01

264

Standards for Teacher Research: Developing Standards for Teacher-Research in TESOL.  

ERIC Educational Resources Information Center

Argues for a view of teacher research that, regardless of its highly contextualized and particularistic foci, is consistent with and meets the evaluative standards that are applied to research in general. The article also maintains that teacher-research should be sensitive to ethical issues and serve to strengthen relationships between research…

Nunan, David

1997-01-01

265

Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska  

NASA Astrophysics Data System (ADS)

The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on methodologies used to conduct program research, and on findings obtained. Research indicates that in both situations the GI Framework for Professional Development was effective in preparing culturally responsive STEM teachers. Implications of these findings and recommendations for future research are discussed in the conclusion.

Berry Bertram, Kathryn

266

Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers  

E-print Network

In this dissertation, I used survey response data from 385 science teachers situated in 50 randomly selected Texas high schools to describe the prevalence of high school science teacher participation in professional activities and levels of job...

Bozeman, Todd Dane

2012-02-14

267

Professional learning communities: Teachers working collaboratively for continuous improvement  

NASA Astrophysics Data System (ADS)

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

Griffith, Louise Ann

268

The Artistic and Professional Development of Teachers: A Study of Teachers’ Attitudes toward and Use of the Arts in Teaching  

Microsoft Academic Search

During the past decade, the arts have been increasingly included in professional development pro- grams for general education teachers in the United States. Little is known, however, about teachers' attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected from 423 K-12 teachers indicated that teachers believe the

Barry Oreck

2004-01-01

269

Teachers' Experiences of Initial Teacher Preparation, Induction and Early Professional Development in England -- Does Route Matter? Research in Progress  

ERIC Educational Resources Information Center

This "Research in Progress" report describes the need to explore how the experiences of teachers following different routes into the profession compare, and how integrated their initial teacher preparation, new teacher induction and early professional development programmes appear to be in practice. The "Becoming a teacher" project (2003?2009),…

Hobson, Andrew J.; Malderez, Angi; Tracey, Louise; Kerr, Kirstin

2005-01-01

270

Articulating the Relationships Between Theory and Practice in Science Teaching: A model for teacher professional development  

Microsoft Academic Search

In-depth analysis of science teachers' idiosyncratic instructional behaviors combined with the notion of deliberated 'teacher reflection' as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. Sweeney and coworkers have described how the notion of teacher reflection and Lytle and Cochran-Smith's typology of teacher research

Aldrin E. Sweeney

2003-01-01

271

Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial  

Microsoft Academic Search

We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayedtreatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory (Bandura, 1997). Treatment teachers outperformed control-group teachers on 3 measures of teacher

John Ross; Catherine Bruce

2007-01-01

272

Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views  

Microsoft Academic Search

This study compares the views of teachers and professional development facilitators about effective professional development\\u000a (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics\\u000a PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and\\u000a teacher networking. Similarly, the PD facilitators discussed effective PD as having

Meredith Park Rogers; Sandra Abell; John Lannin; Chia-Yu Wang; Kusalin Musikul; David Barker; Shannon Dingman

2007-01-01

273

Professionals vs. role professionals: Conceptualizi ng professionalism among teachers of adults  

Microsoft Academic Search

Similarly to other occupational fields, professiona lism in adult education is being affected by rapid socio-political changes; dissimilarly, howeve r, unfolding the concept of professionalism in adult education is more complex due to the vastness of the field itself and its peculiar features. Thi s paper seeks to contribute to the re-conceptualisati on of professionalism in today AE. It does

Marcella Milana; Oleksandra Skrypnyk

274

Changing Identities and Evolving Conceptions of Inquiry through Teacher-Driven Professional Development  

E-print Network

This STEM education study investigates the Streamline to Mastery professional development program, in which teachers work in partnership with university researchers to design professional development opportunities for themselves and for fellow teachers. Our research describes the process of teacher professional growth both through changes in agency and through a shared pursuit of an improved understanding of classroom scientific inquiry. Videos, emails, lesson reflections, survey responses, and interviews were analyzed to glean insight into changes in teacher discourse around inquiry and into their shifts in participation within the professional community they established. Implications for professional development in STEM education are discussed.

Van Dusen, Ben; Otero, Valerie

2012-01-01

275

Engaging Science Faculty in Teacher Professional Development: Renewable Energy  

NASA Astrophysics Data System (ADS)

The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

2011-12-01

276

Changing Roles and Identities in a Teacher-Driven Professional Development Community  

NSDL National Science Digital Library

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

Van Dusen, Ben; Otero, Valerie K.

2012-02-06

277

Changing roles and identities in a teacher-driven professional development community  

NASA Astrophysics Data System (ADS)

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

Van Dusen, Ben; Otero, Valerie

2012-02-01

278

Implementing the "Professional Standards for Teaching Mathematics."  

ERIC Educational Resources Information Center

Describes one teacher's reflection concerning the quest to develop an understanding of school mathematics that promotes and sustains students' opportunities for exploration and conjecture. Recounts that a particular student's exploration of the features of parabolas eventually led to an understanding of the quadratic formula precisely because of…

Chazan, Daniel

1992-01-01

279

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

ERIC Educational Resources Information Center

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

Dang, Thi Kim Anh

2013-01-01

280

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

ERIC Educational Resources Information Center

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

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

2012-01-01

281

Teachers' Professional Development: What Are the Key Change Factors for Mathematics Teachers?  

ERIC Educational Resources Information Center

Surveyed and interviewed 13 experienced German middle school mathematics teachers to examine key factors causing discontinuity in their professional development. Results included 49 statements about change that fell into four categories. Researchers extracted three change factors not reported in earlier literature: experiences and observations…

Pehkonen, Erkki; Torner, Gunter

1999-01-01

282

The contribution of gaining an academic qualification to teachersprofessional learning  

Microsoft Academic Search

Unprecedented numbers of primary teachers in New Zealand are currently involved in professional learning activities, with practice, in essence, the major focal point. In recent years, however, an increasing trend has emerged for primary teachers to undertake a degree qualification. Although study towards formal tertiary qualifications is acknowledged in the literature as a form of teacher professional development, there is

Ruth Williams

2011-01-01

283

Does in?service professional learning for high school economics teachers improve student achievement?  

Microsoft Academic Search

Education policy analysts and professional educators have called for more and better professional learning opportunities for in?service teachers, and for at least 30 years economists called for more content training for high school economics teachers. Using new data from all Georgia high school economics students, we assess the impact of in?service teacher workshops on the performance of students on a

John R. Swinton; Thomas De Berry; Benjamin Scafidi; Howard C. Woodard

2010-01-01

284

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

ERIC Educational Resources Information Center

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

Pellegrino, Kristen

2011-01-01

285

Teacher Research as a Robust and Reflective Path to Professional Development  

ERIC Educational Resources Information Center

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…

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

2010-01-01

286

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

ERIC Educational Resources Information Center

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

Poekert, Philip E.

2012-01-01

287

Personalized Workplace Learning: An Exploratory Study on Digital Badging within a Teacher Professional Development Program  

ERIC Educational Resources Information Center

To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to…

Gamrat, Christopher; Zimmerman, Heather Toomey; Dudek, Jaclyn; Peck, Kyle

2014-01-01

288

Teachers' Professional Autonomy in England: Are Neo-Liberal Approaches Incontestable?  

ERIC Educational Resources Information Center

This article is informed by a longitudinal research project undertaken with 22 teachers, four head teachers and two other related education professionals in England between May 2010 and April 2011. Drawing on 50 semi-structured interviews and some related email correspondence, the project investigates this cohort's view of teachers' professional

Berry, Jon

2012-01-01

289

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

ERIC Educational Resources Information Center

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…

King, Fiona

2014-01-01

290

Preparing Teachers to Remediate Reading Disabilities in High School: What Is Needed for Effective Professional Development?  

ERIC Educational Resources Information Center

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a…

Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Benson, Nancy J.; Steinbach, Karen A.; Frijters, Jan C.

2008-01-01

291

Computer-Mediated Collaborative Projects as Professional Development Opportunities for Teachers  

Microsoft Academic Search

New technologies now offer teachers alternative models of collaboration with schools overseas, but how effective are they as professional development opportunities? The experiences of 18 specialist primary and secondary teachers in the Teachers' International Professional Development Programme who visited schools in the USA were investigated as they set about establishing collaborative projects with their hosts. The focus was on the

Julie Shaughnessy; Ross Purves; Anita Jackson

292

Tensions in Beginning Teachers' Professional Identity Development, Accompanying Feelings and Coping Strategies  

ERIC Educational Resources Information Center

This study examined tensions encountered by 182 beginning teachers during their professional identity development, the feelings that accompanied these tensions and the ways they tried to cope with these. Professional identity tensions stem from an unbalanced personal and professional side of (becoming) a teacher. Tensions that are often mentioned…

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

2013-01-01

293

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

ERIC Educational Resources Information Center

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

Moreland, Amy Laphelia

2011-01-01

294

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

ERIC Educational Resources Information Center

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

Chien, Chin-Wen

2013-01-01

295

Teacher Professional Development in California: Status of Review. Report 09-18  

ERIC Educational Resources Information Center

Over the last year, the Improving Teacher Quality (ITQ) program staff have been looking at the scope of professional development for K-12 teachers in California. Staff are assessing current models of professional development offered, how they are funded, and how widespread are the kinds of professional development that research finds best at…

Agbassekou, Hanouvi

2009-01-01

296

Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues & Answers. REL 2012-No. 122  

ERIC Educational Resources Information Center

This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

2012-01-01

297

Professional Standards For Faculty Members And Learners1  

E-print Network

the highest standard of professional behaviour, fostering these values is a moral obligation for all. 1 criminal convictions; Contribute to a classroom atmosphere conducive to learning; Respect the personal

Habib, Ayman

298

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

ERIC Educational Resources Information Center

This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a two-year period using the…

Lustick, David; Sykes, Gary

2006-01-01

299

How can video supported reflection enhance teachers' professional development?  

NASA Astrophysics Data System (ADS)

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

McCullagh, John F.

2012-03-01

300

Teacher Professional Development for Teaching Astronomy at the High School Level  

NASA Astrophysics Data System (ADS)

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

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

2002-09-01

301

Teaching Science Using Guided Inquiry as the Central Theme: A Professional Development Model for High School Science Teachers  

ERIC Educational Resources Information Center

The author describes a professional development model for high school science teachers based on the framework of inquiry and science standards. The "Learn-Teach-Assess Inquiry" model focuses on guided inquiry labs as the central theme and builds on these labs to reinforce science concepts and abilities to understand and engage in inquiry in…

Banerjee, Anil

2010-01-01

302

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

NASA Astrophysics Data System (ADS)

Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st Century learning skills, the ESSEA program is based on the urgent need for professional development for pre- and in-service teachers of Earth science. The Revolution in Earth and Space Science Education (2001) cites the Glenn Report saying "...the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training - as teachers - to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much - or even more - on sustained, high-quality professional development" (p. 1). This treatise states that Earth and space sciences are in the greatest need for professional development. Teachers find themselves inadequately qualified to teach science and find that professional development is not available or lacking in quality. The ESSEA program addresses its educational priorities through enriching pre- and in-service Earth science teachers' backgrounds in Earth system science, specifically in the area of global climate change, and through developing educational materials in support of science education.

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

2011-12-01

303

Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial  

ERIC Educational Resources Information Center

We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayed-treatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory…

Ross, John; Bruce, Catherine

2007-01-01

304

Examination of Chinese Homeroom Teachers' Performance of Professional School Counselors' Activities  

ERIC Educational Resources Information Center

Chinese homeroom teachers' performance of professional school counselor activities was explored. A total of 109 homeroom teachers in Beijing and Harbin, China reported their performance of 68 different school counseling activities as part of their regular actions as a homeroom teacher. Results found that on average homeroom teachers performed a…

Shi, Qi; Leuwerke, Wade C.

2010-01-01

305

Using Professional Development To Meet Teachers' Changing Needs: What We Have Learned.  

ERIC Educational Resources Information Center

Teachers must be at the center of any effort to improve education, but how can teachers be prepared to meet the educational challenges of the future? Unlike traditional inservice training, today's professional development is designed with teacher input and builds teachers' capacities for working in teams to educate children. Three promising…

Finch, Curtis

1999-01-01

306

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

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2012-01-01

307

Patterns in Teacher Learning in Different Phases of the Professional Career  

ERIC Educational Resources Information Center

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about…

Vermunt, Jan D.; Endedijk, Maaike D.

2011-01-01

308

Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning  

ERIC Educational Resources Information Center

With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

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

2012-01-01

309

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

ERIC Educational Resources Information Center

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

Maskit, Ditza

2011-01-01

310

Teacher Collaboration as Professional Development in a Large, Suburban High School  

ERIC Educational Resources Information Center

This qualitative study explored the impact of teacher collaboration in a professional learning communities (PLC) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on…

Williams, Marlie L.

2010-01-01

311

Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices  

E-print Network

The purpose of this study is to examine teachers’ perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices...

Boriack, Anna Christine

2013-04-11

312

Teacher Leader Model Standards: Implications for Preparation, Policy, and Practice  

ERIC Educational Resources Information Center

Teacher leadership is increasingly recognized as a resource for instructional improvement. Consequently, teacher leader initiatives have expanded rapidly despite limited knowledge about how to prepare and support teacher leaders. In this context, the "Teacher Leader Model Standards" represent an important development in the field. In…

Berg, Jill Harrison; Carver, Cynthia L.; Mangin, Melinda M.

2014-01-01

313

Teachers' Experiences of Autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong  

ERIC Educational Resources Information Center

This paper examines teachers' experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined…

Hargreaves, Eleanore; Berry, Rita; Lai, Y. C.; Leung, Pamela; Scott, David; Stobart, Gordon

2013-01-01

314

Artist-Teacher Partnerships in Learning: The in/between Spaces of Artist-Teacher Professional Development  

ERIC Educational Resources Information Center

Artist-in-residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist-teacher learning exists. In this article, we discuss "Learning Through The Arts"[TM], describing conflicting expectations as artists and teachers learn from each other, and explore the…

Kind, Sylvia; de Cosson, Alex; Irwin, Rita L.; Grauer, Kit

2007-01-01

315

Teachers on the Leading Edge: A Place-Based Professional Development Program for K-12 Earth Science Teachers  

Microsoft Academic Search

Teachers on the Leading Edge (TOTLE) is an Earth Science teacher professional development program featuring Pacific Northwest active continental margin geology. To engage middle-school teachers and students, TOTLE workshops: (1) invite novice learners to geophysical studies of tectonics, earthquakes, and volcanoes; (2) provide access to EarthScope research; and (3) explain geologic hazards as understandable aspects of living on the ``leading

Robert Butler

2010-01-01

316

Calling All Teachers!Calling All Teachers!Calling All Teachers!Calling All Teachers! Attend a 5-day professional development workshop  

E-print Network

professional development workshop in Summer of 2013 at no cost to you! Who should attend? · High school general science, chemistry, physics, math and technology teachers · Middle school physical science teachers Why & engineering Everything is FREE: 4 CEUs, materi- als, lunches & snacks Graduate credits available! Two (2

Evans, Paul G.

317

Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students  

E-print Network

Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality. Little is known about the participation in and support of PD for high school science...

Ruebush, Laura Elizabeth

2012-10-19

318

OU Medicine Standards of Excellence PROFESSIONALISM -CARING -COMMUNICATION -QUALITY -INNOVATION  

E-print Network

OU Medicine Standards of Excellence PROFESSIONALISM - CARING - COMMUNICATION - QUALITY - INNOVATION We appreciate your interest in OU Medicine and invite you to carefully review our Standards understanding. We are sensitive to the needs of those we serve: · I will always act with compassion, kindness

Oklahoma, University of

319

Annenberg Media Learner.org: Teacher Resources and Teacher Professional Development Programming Across the Curriculum  

NSDL National Science Digital Library

Learner.org provides multimedia resources, particularly educational video programs with coordinated web and print materials, for the professional development of K-12 teachers. Video programs are distributed through the organization's satellite channel, streamed on demand from the website, or distributed for purchase on videocassette or DVD. Resources are organized by discipline and grade level; each item is accompanied by a brief overview, links to related resources, and information on the video, including broadcast dates and purchasing information.

320

Confirmatory factor analysis of achieving the beginning teacher standards inventory  

Microsoft Academic Search

The purpose of this study was to examine the factorial validity and reliability of the Achieving the NASPE Standards Inventory (ANSI) that assesses pre-service physical education teachers' perceptions of achieving the National Association for Sport and Physical Education (NASPE) beginning teacher standards (2003). Four hundred fifty-two pre-service teachers from 15 Physical Education Teacher Education (PETE) programs voluntarily and anonymously completed

Weiyun Chen

2009-01-01

321

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

NASA Astrophysics Data System (ADS)

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 participation in DCCE supported their identity development as a CS teacher. Overall, I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity. This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.

Ni, Lijun

322

Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?  

NASA Astrophysics Data System (ADS)

The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer institute as well as academic year support. The summer program included discipline-specific content lessons that utilized inquiry-based instruction, pedagogical practice involving the use of a summer high school enrichment program, and reflection on this practice-teaching in content area groups. Both in-depth qualitative interview and written reflection data were collected as well as data from the teachers' classroom implementation of inquiry. Based on the analysis of the teachers' interviews and classroom enactments, the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused. We used Windschitl's (Rev Educ Res 72(2):131-175, 2002) four constructivist dilemmas as a framework to understand the teachers' enactments. We describe the teachers' beliefs and practices in each enactment category as well as the components of the professional development model that were important to making changes in the teachers' practices. In the conclusion, we connect the enactment levels to the professional development experience and suggest future directions for professional developers to move teachers toward more integrated inquiry practices.

Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan

2013-12-01

323

Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community  

E-print Network

This study involves a theory-based teacher professional development model that was created to address two problems. First, dominant modes of science teacher professional development have been inadequate in helping teachers create learning environments that engage students in the practices of science, as called for most recently by the NGSS. Second, there is a lack of teacher presence and voice in the national dialogue on education reform and assessment. In this study, teachers led and participated in a professional community focusing on STEM education research. In this community, teachers became increasingly responsible for designing and enacting learning experiences for themselves and their colleagues. We investigated the characteristics of the science teachers learning process. Findings suggest that teachers who participated in this model generated knowledge and practices about teaching and learning while simultaneously developing identities and practices as education reform advocates and agents of educatio...

Ross, Mike; Otero, Valerie

2014-01-01

324

Aligning Mathematics Teacher Work Sample Content with Selected NCTM Standards: Implications for Preservice Teacher Education  

Microsoft Academic Search

Teacher Work Sample Methodology has been described as an alternative means\\/set of procedures for assessing teacher effectiveness in producing student learning that are more authentic than traditional means of teacher certification. To investigate the degree to which the methodology aligns with state\\/national standards, 50 work samples produced by student teachers at Western Oregon University between fall 1991 and spring 1999

Ernest Oluwole Pratt

2002-01-01

325

Teaching Teachers: A Study of Teacher Educators' Perceptions of the Effect of Meeting Mandated NCATE Standards  

ERIC Educational Resources Information Center

Teacher quality matters when it comes to student achievement. However, the fact that there are no nationally mandated standards as to how teachers should be prepared has led to wide variations in the quality of teacher education programs. It was in response to this situation that the National Council for the Accreditation of Teacher Education…

Hendricks, Edward D.

2010-01-01

326

Integrating Scientists into Teacher Professional Development—Strategies for Success  

NASA Astrophysics Data System (ADS)

Professional development workshops for science teachers can be greatly enhanced by scientist participation. Such workshops may promote a collegial community and mutual understanding between researchers and educators. The CIRES (Cooperative Institute for Research in Environmental Sciences) Education and Outreach (EO) group at the University of Colorado, Boulder, has over a decade of experience in successfully developing and hosting such events. Scientist participation in these workshops varies widely—from giving formal presentations to working one-on-one with educators in designing a research project. Researchers from CIRES, NOAA (National Oceanic and Atmospheric Administration), NSIDC (National Snow and Ice Data Center), and other Colorado agencies and institutions have participated in the workshops. In addition, graduate students in scientific research programs at the University of Colorado are frequently involved. Such workshops can be effective broader impacts components of scientific programs. One example of a long-running successful program was the Earthworks project (1998-2007), a one-week workshop for secondary science teachers from around the country. With the help of practicing geoscientists, participants working in teams designed and conducted a field-based interdisciplinary study. Attendees were so enthusiastic that the ongoing Listserv community (including both scientist and educators) is still active and engaged three years after the last workshop. In a more recent example, since 2009 CIRES EO has been hosting an annual week-long summer workshop as the COSEE (Centers for Ocean Science Education Excellence) West—Colorado Collaborative. The COSEE workshops have had a different theme each year. In 2010, the workshop explored the link between Arctic sea ice, the Greenland ice sheet, sea level, and global climate processes. Extensive evaluation efforts have been included in the design of each workshop and the evaluation results are used to improve subsequent workshops. To measure achievement of program goals, feedback surveys, interviews, and workshop observation are employed. Evaluation data have shown consistently throughout the years that both educators and scientists value the time spent with each other at these workshops. Scientists enjoy sharing their topic areas with motivated and energetic educators. Conversely, science teachers appreciate the opportunity to work directly with scientists and to hear about cutting-edge research being done. This paper will review the most successful strategies for including scientists in professional development workshops, from both the teachers’ and the scientists’ perspectives.

Lynds, S. E.; Buhr, S. M.; Smith, L. K.

2010-12-01

327

Professional Course Work and the Practicum: Do Good Students Make Good Teachers?  

ERIC Educational Resources Information Center

This study investigates the relationship between performance in professional course work and performance in the practicum in a professional year program for prospective elementary teachers. Results indicate little relationship between theoretical course work and student teaching performance. Implications for teacher education depend upon…

Taylor, Gerald D.; Miller, Peter J.

1985-01-01

328

Voices of Worth-Listening to Teachers: A Phenomenological Study of Professional Development and Instructional Change  

ERIC Educational Resources Information Center

The purpose of this phenomenological study was to describe and explain teachers' perceptions about effective professional development as well as to identify the environmental factors that affect the teacher participants' ability to engage in and implement various behaviors and beliefs transferred from the professional development experience. Four…

Roberts, Jennifer A.

2009-01-01

329

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

ERIC Educational Resources Information Center

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

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

330

Modeling and Measuring the Structure of Professional Vision in Preservice Teachers  

ERIC Educational Resources Information Center

Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of professional vision have been described by qualitative research: describe, explain, and predict…

Seidel, Tina; Stürmer, Kathleen

2014-01-01

331

Teacher Candidates' Attitudes that Influence Preparation Choice: Traditional versus Professional Development School Options  

ERIC Educational Resources Information Center

Many teacher candidates continue to choose the traditional student teaching path in spite of research documenting the value and benefits of professional development school programs. The purpose of this study was to explore reasons why teacher candidates choose a traditional model versus a professional development school model for their culminating…

Latham, Nancy; Wedwick, Linda

2009-01-01

332

Learning through Participation: The Potential of School-Based Teacher Education for Developing a Professional Identity  

ERIC Educational Resources Information Center

This article deals with the potential of school-based teacher education for creating a professional community of learners. Learning to participate in the social and cultural practices with regard to education is assumed to be crucial for developing a professional identity as a teacher. From the perspective of socio-cultural theory, we have made a…

ten Dam, Geert T. M.; Blom, Sarah

2006-01-01

333

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

ERIC Educational Resources Information Center

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…

Keay, Jeanne

2006-01-01

334

Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition  

ERIC Educational Resources Information Center

This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the…

lisahunter; Rossi, Tony; Tinning, Richard; Flanagan, Erin; Macdonald, Doune

2011-01-01

335

Experienced Teachers and School Reform: Exploring How Two Different Professional Communities Facilitated and Complicated Change  

ERIC Educational Resources Information Center

Scholars have proposed that "the path to change in the classroom lies within and through" more collaborative professional communities among teachers (McLaughlin and Talbert, 1993: 18). How do different approaches to developing collaborative professional communities impact experienced teachers and their ability to change? This article identifies…

Levine, Thomas H.

2011-01-01

336

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

ERIC Educational Resources Information Center

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

Sinelnikov, Oleg A.

2009-01-01

337

Effective Professional Learning Communities? The Possibilities for Teachers as Agents of Change in Schools  

ERIC Educational Resources Information Center

The concept of the professional learning community (PLC) has been embraced widely in schools as a means for teachers to engage in professional development leading to enhanced pupil learning. However, the term has become so ubiquitous it is in danger of losing all meaning, or worse, of reifying "teacher learning" within a narrowly defined…

Watson, Cate

2014-01-01

338

Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?  

ERIC Educational Resources Information Center

This paper focuses on early childhood teachers' professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers' perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed,…

Guo, Karen Liang; Yong, Yan

2013-01-01

339

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

ERIC Educational Resources Information Center

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

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

2012-01-01

340

Professional development experiences of physical education teachers in Botswana: epistemological implications  

Microsoft Academic Search

Studies conducted outside Africa show that professional development experiences of physical education (PE) teachers are shaped by the manner in which PE is situated (and stereotyped) in the school system. Given the contested nature of teacher development, it is important to continually explore the phenomenon in different national contexts. Accordingly, this study examines the contextual issues impinging on the professional

Jimoh Shehu

2009-01-01

341

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

ERIC Educational Resources Information Center

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

Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

2014-01-01

342

Literature Review as an Invitation to Inquiry: Beginning Research on Teacher Professional Continuum  

ERIC Educational Resources Information Center

Teacher Professional Continuum (TPC) brings to mind a messy collection of terms: induction, intern, mentoring, mid-career, renewal, preparation, professional development, recruitment, retention, veteran teachers. Currently, no coherent structure or model defines, differentiates, or identifies the most important concepts, processes, and…

Stuessy, Carol L.

2007-01-01

343

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

ERIC Educational Resources Information Center

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

Manner, Jane Carol; Rodriguez, Diane

2012-01-01

344

'Plasma Camp': A Different Approach to Professional Development for Physics Teachers Nicholas R. Guilbert  

E-print Network

'Plasma Camp': A Different Approach to Professional Development for Physics Teachers Nicholas R-Zwicker Princeton Plasma Physics Laboratory, Box 451, Princeton, NJ 08543 azwicker@pppl.gov #12;'Plasma Camp': A Different Approach to Professional Development for Physics Teachers ABSTRACT The Plasma Physics and Fusion

345

'Plasma Camp': A Different Approach to Professional Development for Physics Teachers Nicholas R. Guilbert  

E-print Network

'Plasma Camp': A Different Approach to Professional Development for Physics Teachers Nicholas R­Zwicker Princeton Plasma Physics Laboratory, Box 451, Princeton, NJ 08543 azwicker@pppl.gov #12; 'Plasma Camp': A Different Approach to Professional Development for Physics Teachers ABSTRACT The Plasma Physics and Fusion

346

Does Policy Influence Mathematics and Science Teachers' Participation in Professional Development?  

ERIC Educational Resources Information Center

Background/Context: Recent research has shown the importance of professional development for teacher learning and has documented the qualities that make professional development effective for improved instruction and student achievement. But there is little research to suggest how the policy environment shapes teachers' choices to participate in…

Desimone, Laura; Smith, Thomas M.; Phillips, Kristie J. R.

2007-01-01

347

Sport Education for Teachers: Professional Development When Introducing a Novel Curriculum Model  

Microsoft Academic Search

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

Oleg A. Sinelnikov

2009-01-01

348

Teachers-as-Learners: The Role of a Multimedia Professional Development Program in Changing Classroom Practice.  

ERIC Educational Resources Information Center

Describes a professional development program that involved the use of a multimedia package called "Birds of Antarctica" to develop teachers' understanding of a constructivist epistemology in science education. Argues that teachers who engage themselves as learners in a professional development program have greater opportunities to successfully…

Maor, Dorit

1999-01-01

349

Module-Based Professional Development for Teachers: A Cost-Effective Philippine Experiment  

ERIC Educational Resources Information Center

This article examines the impact of implementing module-based professional development for teachers (MBPDT) in the Philippines. A mixed-method study, experimental design with empirical surveys and an open-ended questionnaire revealed that the experimental group of teachers had greater professional content knowledge compared with the control group…

San Antonio, Diosdado M.; Morales, Nelson S.; Moral, Leo S.

2011-01-01

350

Impact of Teachers' Professional Development on School Improvement--An Analysis at Bangladesh Standpoint  

ERIC Educational Resources Information Center

This study seeks to describe the teachers' professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers' traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through…

Hoque, Kazi Enamul; Alam, Gazi Mahabubul; Abdullah, Abdul Ghani Kanesean

2011-01-01

351

Influencing Pedagogy and Belief: A Case Study in the Professional Development of Teachers of Mathematics  

ERIC Educational Resources Information Center

This study forms a holistic, rich description of the way a professional development experience transformed teachers of mathematics. This professional development targeted teachers from six underachieving schools in a southern state who trained for a week in inquiry techniques of instruction. The method used to study the impact this experience had…

Howard, Charles Kelly

2009-01-01

352

Rethinking Standards through Teacher Preparation Partnerships. SUNY Series, Teacher Preparation and Development.  

ERIC Educational Resources Information Center

This book documents six exemplary teacher preparation programs participating in school-university partnerships, examining issues of standards in teacher education. It describes how attention to standards has played out in contrasting demographic, political, and intellectual contexts. Ten chapters are: (1) "Teacher Education on the Leading Edge:…

Griffin, Gary A., Ed.

353

Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in teacher professional development workshops offered through the Bay Area Earth Science Institute (BAESI); workshop attendees frame the activities as lessons appropriate for their 6th grade students; participants who use the lessons and resources in their classrooms provide iterative feedback, which is used to improve the resources for other teachers involved in the project.

Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

2012-12-01

354

New Directions--Teacher Technology Standards.  

ERIC Educational Resources Information Center

Recently there has been significant emphasis on changing teacher preparation programs to ensure that new teachers are prepared to use technology in the classroom. There are several illustrations of this increased attention across the nation, including: the U.S. Department of Education's "Preparing Tomorrow's Teachers" program; the "Teacher

Burke, Jennifer

355

Professional development schools and early childhood education: interactive skills of students, playgroup and kindergarten teachers  

Microsoft Academic Search

This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4–6 and 2.6–4, respectively), a teacher’s training college and a research group and educational service agency attempting to improve the effects of early

Simone A. de Roos; Monique H. R. M. A. van der Heijden; Ruud J. Gorter

2010-01-01

356

Teachers Professional Development through Web 2.0 Environments  

NASA Astrophysics Data System (ADS)

Teacher professional development is no longer synonymous with acquiring new teaching techniques, it is rather about starting new processes as to engage with new forms of learning, reflected in the practice of teaching. With easy access to the panoply of online communications tools, new opportunities for further development have been enabled. Learning within a wider community has not only become a possibility, but rather a reality accessible to a larger number of individuals interested in pursuing their learning path both in a personalised and networked way. The web provides the space for learning, but the learning environment is decidedly dependent on the interrelationships that are established amongst individuals. The effectiveness of the web is reflected in the unconventional opportunities it offers for people to emerge as knowledge producers rather than information collectors. Hence, it is not the tools that most matter to develop a learning environment where more personalized learning opportunities and collective intelligence prospers as the result of personal and collaborative effort. Although web tools provide the space for interaction, it is the enhancement of a meaningful learning atmosphere, resulting in a joint enterprise to learn and excel in their practice, which will transform a space for learning into an effective, interactive learning environment. The paper will examine learning and training experiences in informal web environments as the basis for an open discussion about professional development in web 2.0 environments.

Costa, Cristina

357

Identifying Professional Development Environment for Mentor Teachers at a Learning Centre  

ERIC Educational Resources Information Center

This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers

Cheng, May May-hung; Yeung, Yau-Yuen

2010-01-01

358

Effect of an Internet-Based Professional Development Program on Teachers' Assessment Literacy for All Students  

ERIC Educational Resources Information Center

This quasi-experimental study examined the effectiveness of Assessing One and All (AOA), a Web-based teacher professional development program. AOA was designed to enhance teachers' assessment literacy and skills in general and inclusive educational assessment practices. Fifty-five teachers from Arizona, South Carolina, and Wisconsin participated…

Huai, Nan; Braden, Jeffery P.; White, Jennifer L.; Elliott, Stephen N.

2006-01-01

359

Job-Embedded Professional Development: Reducing Teacher Isolation by Enacting Social Change  

ERIC Educational Resources Information Center

Teacher isolation and burn-out are problems which contribute to high rates of teacher attrition and require school districts to hire new teachers each year and start anew with professional development. The purpose of this qualitative case study was to investigate whether peer coaching and mentoring programs had an effect on this problem by…

Frank, K.

2009-01-01

360

An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice  

Microsoft Academic Search

The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results revealed that all teachers used psychological skills training techniques such as goal setting

Ellinor Klockare; Henrik Gustafsson; Sanna M. Nordin-Bates

2011-01-01

361

Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development  

ERIC Educational Resources Information Center

Although researchers have reported positive effects on teacher learning from observing published video, teachers' own video, and their colleagues' video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of…

Zhang, Meilan; Lundeberg, Mary; Koehler, Matthew J.; Eberhardt, Jan

2011-01-01

362

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

ERIC Educational Resources Information Center

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

Curwood, Jen Scott

2014-01-01

363

His Ideas Are in My Head: Peer-to-Peer Teacher Observations as Professional Development  

ERIC Educational Resources Information Center

This study examines an embedded professional development practice for secondary teachers, namely peer-to-peer observations (P2POs). P2POs involve teachers identifying goals and watching colleagues teach in order to expand their knowledge, practice and pedagogy. The research questions addressed are: what are teachers' experiences with P2POs,…

Hamilton, Erica R.

2013-01-01

364

Professional Lives of Irish Physical Education Teachers: Stories of Resilience, Respect and Resignation  

ERIC Educational Resources Information Center

Background: The provision of professional development (PD) for teachers in schools is now a major concern of most national government and teaching organisations. To provide quality PD for teachers, we must understand the aspirations, needs and interests of teachers, as they are key factors in the complex world of teaching and learning. Therefore…

O'Sullivan, Mary

2006-01-01

365

Effective Professional Development Programs for Teachers of English Language Learners. Spotlight on Student Success. No. 803  

ERIC Educational Resources Information Center

One of our greatest educational challenges continues to be improving the education of English language learners (ELLs). Because many new teachers are underprepared and many veteran teachers wholly unprepared for teaching ELLs, school districts nationwide have initiated professional development programs for inservice teachers. In this article, the…

Tellez, Kip; Waxman, Hersh C.

2005-01-01

366

Professional Horticulture Competencies for Entry Level and Experienced Vocational Horticulture Teachers in Pennsylvania. Final Report.  

ERIC Educational Resources Information Center

The purpose of this study was to identify the professional horticultural competencies that vocational horticultural teachers must perform successfully and to distinguish between those competencies needed by entry level teachers and those needed by experienced teachers. A secondary purpose was to examine differences in the ratings of the…

Attarian, A. Ronald

367

Lesson-Study: Teacher-Led Professional Development in Literacy Instruction  

ERIC Educational Resources Information Center

Lesson study is a form of professional development favored by teachers in Japan that has gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising. The various ways in which teachers work together in a lesson…

Hurd, Jacqueline; Licciardo-Musso, Lori

2005-01-01

368

Developing professional knowledge about teachers through metaphor research: facilitating a process of change  

Microsoft Academic Search

This paper draws upon research evidence obtained as metaphors from biographical narrative interviews of Mandarin teachers of English working in China, which has illustrated the problems of teachers adapting to change in Chinese schools. The research has attempted to explore teachers' professional adaptation under strenuous challenges, that is, the need to cater for school performance league tables and the new

Hongqin Zhao; Steven Coombs; Xing Zhou

2010-01-01

369

Professional Development of Secondary Teachers of English Learners: Issues in Linguistic and Cultural Sensitivity  

ERIC Educational Resources Information Center

This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban metropolitan school district with over 70% student population that is identified as speakers of a language other than English (LOTE). The study analyzes teachers'…

Trifiro, Anthony J.

2012-01-01

370

Beyond Induction: The Continuing Professional Development Needs of Early-Career Teachers in Scotland  

ERIC Educational Resources Information Center

Continuing professional development (CPD) for teachers in Scotland, as in many other countries worldwide, is receiving increased attention. Within the Scottish context, a gap in the CPD framework had been identified for early-career teachers who have completed the induction year but are not yet eligible to embark on the Chartered Teacher

Kennedy, Aileen; McKay, Jane

2011-01-01

371

The newly qualified teacher: a leader and a professional? A Norwegian study  

Microsoft Academic Search

This article is based on a Norwegian study. The focus is two?fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. The discussion explores how new teachers’ meetings with these organizations influence their

Gerd Grimsæth; Grete Nordvik; Eli Bergsvik

2008-01-01

372

The Newly Qualified Teacher: A Leader and a Professional? A Norwegian Study  

ERIC Educational Resources Information Center

This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. The discussion explores how new teachers' meetings…

Grimsath, Gerd; Nordvik, Grete; Bergsvik, Eli

2008-01-01

373

Nurturing Early Childhood Teachers as Leaders: Long-Term Professional Development  

ERIC Educational Resources Information Center

"Teacher leadership" is often described as a murky concept that refers not to a particular position, but rather to varied formal and informal leadership roles that teachers play within school communities. Teacher leadership may involve shaping curricula, choosing instructional materials, leading professional book clubs, planning staff development,…

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

2010-01-01

374

Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children  

ERIC Educational Resources Information Center

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also…

Powell, Douglas R.; Diamond, Karen E.; Burchinal, Margaret R.; Koehler, Matthew J.

2010-01-01

375

Professional development and reform in science education: The role of teachers' practical knowledge  

Microsoft Academic Search

In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action-oriented and person-bound.

Jan H. van Driel; Douwe Beijaard; Nico Verloop

2001-01-01

376

The Professional Development, Resource and Support Needs of Rural and Urban ICT Teachers  

ERIC Educational Resources Information Center

This paper presents findings from the SiMERR National Survey concerning the need priorities of secondary ICT teachers for professional development, resources and student learning experiences. The findings--drawn from a survey of 237 secondary ICT teachers across Australia--provide an opportunity to compare the needs of teachers working in…

Lyons, Terry

2007-01-01

377

Professional Development and the Master Technology Teacher: The Evolution of One Partnership  

ERIC Educational Resources Information Center

This article describes the formation and evolution of a successful collaboration titled the "Master Technology Teacher", a professional development program that focuses on training teachers how to use technology in classroom instruction. Partners in the collaboration include inservice and preservice teachers and university content area faculty at…

Wright, Vivian H.

2010-01-01

378

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

ERIC Educational Resources Information Center

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

Ewing-Taylor, Jacque M.

2012-01-01

379

Reforming primary science assessment practices: A case study of one teacher's professional development through action research  

Microsoft Academic Search

Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether

Carol Briscoe; Elaine Wells

2002-01-01

380

Teacher Research in South Korean Early Childhood Education: New Initiative as Professional Development  

ERIC Educational Resources Information Center

This study was designed to explore how Korean preschool and kindergarten teachers understand teacher research and utilize it in professional development. Two teachers, two site directors, and one district supervisor were interviewed in South Korea. Data were collected in multiple ways: (1) open-ended individual interviews; (2) participants'…

Kim, Mina; Kang, Bokyung

2012-01-01

381

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers' Professional Development  

ERIC Educational Resources Information Center

This study aims to examine primary student teachers' (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the…

Altun, Taner

2013-01-01

382

Analysis of the Relationship between the Emotional Intelligence and Professional Burnout Levels of Teachers  

ERIC Educational Resources Information Center

The purpose of this study is to analyze the relationship between the emotional intelligence and professional burnout levels of teachers. The nature of the study consists of high school teachers employed in city center of Kirsehir Province; 563 volunteer teachers form the nature of sampling. The statistical implementation of the study is performed…

Adilogullari, Ilhan

2014-01-01

383

Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching  

ERIC Educational Resources Information Center

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

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

2013-01-01

384

Let's Lunch and Learn: Professional Knowledge Sharing in Teachers' Lounges and Other Congregational Spaces  

ERIC Educational Resources Information Center

Teachers' lounges are often thought as places that breed negativity. This two-year ethnography conducted in the United States explored teachers' interactions within teachers' lounges and congregational spaces. This article discusses that an important occurrence in these spaces, professional knowledge sharing, took place instead of perpetual…

Mawhinney, Lynnette

2010-01-01

385

Learning to Get It Right: Understanding Change Processes in Professional Development for Teachers of English Learners  

ERIC Educational Resources Information Center

A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and…

Choi, Daniel Sung-Yeol; Morrison, Peggy

2014-01-01

386

Professional lives of Irish physical education teachers: stories of resilience, respect and resignation  

Microsoft Academic Search

Background: The provision of professional development (PD) for teachers in schools is now a major concern of most national government and teaching organisations. To provide quality PD for teachers, we must understand the aspirations, needs and interests of teachers, as they are key factors in the complex world of teaching and learning. Therefore we need to know a great deal

Mary Osullivan

2006-01-01

387

Keep Up-to-Date Professionally. Second Edition. Module I-1 of Category I--Professional Role and Development. Professional Teacher Education Module Series.  

ERIC Educational Resources Information Center

This document, one of more than 100 performance-based vocational teacher education modules, covers the following objectives as it prepares pre- and inservice teachers to keep up to date professionally: (1) after completing the required reading, demonstrate knowledge of the concepts involved in, and evaluate your current status in terms of, keeping…

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

388

FIRST-YEAR TEACHERS' IMPLEMENTATION OF THE NCTM STANDARDS  

Microsoft Academic Search

Recent publications concerned with reforming mathematics education have called for prospective teachers of mathematics to be taught in a manner consistent with how they will be expected to teach, that is, in a way consistent with the instructional practices recommended in the National Council of Teachers of Mathematics [NCTM] Standards documents. Until this is common, graduates of our mathematics teacher

Victoria Boller LaBerge; Linda R. Sons

1999-01-01

389

Standardized Teacher Testing Fails Excellence and Validity Tests  

Microsoft Academic Search

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the

John P. Portelli; R. Patrick Solomon; Sarah Barrett; Donatille Mujawamariya

2005-01-01

390

Raising Standards through INQUIRE in Pre-Service Teacher Education  

ERIC Educational Resources Information Center

Raising standards through inquiry-based science education (IBSE)--what are the challenges for pre-service teacher education? What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-on and hands-on IBSE activities in the classroom? What do they learn "beyond" IBSE? The Bremen…

Elster, D.; Barendziak, T.; Haskamp, F.; Kastenholz, L.

2014-01-01

391

Teaching-Learning Centers: Professional Development for Teachers of Linguistically and Culturally Diverse Students  

ERIC Educational Resources Information Center

The Teaching/Learning Centers (TLC) model is based on the assumption that the best foundation for meaningful, sustained, and transformative professional development is laid when teachers assess the particular needs for their school site, plan and implement professional development background. It is concluded that the TLC model of professional

Mahn, Holbrook; McMann, Dee; Musanti, Sandra

2005-01-01

392

The Role of Planned Professional Learning in Becoming an Accomplished Teacher: The Queensland Experience  

ERIC Educational Resources Information Center

The role of planned professional learning in being an accomplished languages and cultures teacher has never been so important. Professional learning that focuses on "becoming" an accomplished practitioner as part of an ongoing professional learning experience rather than a process of detailing deficiencies is to be applauded. Indeed, the…

Saunders, Sherryl

2009-01-01

393

Enhancing Professional Development for Teachers: Potential Uses of Information Technology, Report of a Workshop  

ERIC Educational Resources Information Center

Teachers, like other professionals, need to stay informed about new knowledge and technologies. Yet many express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programs they have experienced have been self-initiated. "Enhancing Professional

National Academies Press, 2007

2007-01-01

394

PROFESSIONAL STANDARDS FOR STUDENTS IN THE FACULTY OF MEDICINE & DENTISTRY  

E-print Network

PROFESSIONAL STANDARDS FOR STUDENTS IN THE FACULTY OF MEDICINE & DENTISTRY Prelude: In our journey to become successful practitioners, the students of the Faculty of Medicine & Dentistry have constructed. The Faculty has endorsed this document, which is consistent with The Faculty of Medicine & Dentistry Code

MacMillan, Andrew

395

Professional Competence Standards and Frameworks in the United Kingdom  

ERIC Educational Resources Information Center

Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work…

Lester, Stan

2014-01-01

396

Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms  

ERIC Educational Resources Information Center

Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional

Alozie, Nonyelum M.

2010-01-01

397

Promoting professional development in Early Childhood Education and Care (ECEC) field: the role of welcoming newcomers teachers  

Microsoft Academic Search

This article explores the role of welcoming practices for the teachersprofessional development in Italy. It considers professionalism in ECEC as a complex construction in which relationships among colleagues play an important role. This article reports on one qualitative survey carried out with pre-school teachers in Emilia-Romagna Region. This study focuses on teachers’ perceptions on their professionalism conceived as situated

Lucia Balduzzi

2011-01-01

398

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

NSDL National Science Digital Library

These two studies place a capstone on a decade of teacher effectiveness research. We now have compelling evidence that when teachers team up with their colleagues they are able to create a culture of success in schools, leading to teaching improvements and student learning gains. The clear policy and practice implication is that great teaching is a team sport. Performance appraisal, compensation, and incentive systems that focus on individual teacher efforts at the expense of collaborative professional capacity building could seriously undermine our ability to prepare todayâs students for 21 st century college and career success. Every school needs good teachersâbut a school does not become a great place to learn until those teachers have the leadership and support to create a learning culture that is more powerful than even the best of them can sustain on their own. These findings have significant implications for Americaâs competitiveness in a global innovation economy. Student mastery in science, technology, engineering, and mathematics (STEM) is essential to our economic growth. But Americaâs twenty?year decline in international science and mathematics standings tells us that we have serious challenges to overcome. Countries that persistently rank at the top of international measures of science and mathematics achievement do things differently. A growing number of reports indicates that one of their biggest advantages is in the clear, consistent, and coherent support systems they provide for teachers from preparation through induction to accomplished practice. 2 Learning is no longer preparation for the job; it is the job. Todayâs students are preparing for a future in which they will invent and reinvent their work, team up to solve problems, develop new knowledge, and continuously acquire new skills. They need teachers who know how to create schools that look like the learning organizations they will work in for the rest of their lives.

Fulton, Kathleen; Britton, Ted

2011-12-01

399

Teachers' Professional Knowledge and State-Funded Teacher Education: A (Hi)story of Critiques and Silences  

ERIC Educational Resources Information Center

This paper traces long-standing philosophical, sociological and political tensions that have been at the core of narratives about state-funded teacher education, since its inception in England. These tensions are still visible today in debates around the professional knowledge of teachers, such as those described in Furlong (2013).…

Oancea, Alis

2014-01-01

400

Professional development for teachers' improvement and students' outcomes in elementary schools: Responses of teachers, coaches, and administrative staff  

Microsoft Academic Search

The purpose of this research was to explore why some elementary ETS benefited from professional development in terms of increased students' outcomes, while other ETS did not produce the same gains. The aim of this research was to analyze the degree of satisfaction and effectiveness of professional development by interviewing coaches, administrative staff and teachers to ascertain the extent to

Neelawattie Arjoon

2011-01-01

401

Examination of Chinese homeroom teachers’ performance of professional school counselors’ activities  

Microsoft Academic Search

Chinese homeroom teachers’ performance of professional school counselor activities was explored. A total of 109 homeroom teachers\\u000a in Beijing and Harbin, China reported their performance of 68 different school counseling activities as part of their regular\\u000a actions as a homeroom teacher. Results found that on average homeroom teachers performed a wide variety of counseling tasks\\u000a and together almost all tasks

Qi Shi; Wade C. Leuwerke

2010-01-01

402

Understanding the 2012 NSTA Science Standards for Teacher Preparation  

ERIC Educational Resources Information Center

The purpose of this article is to present the new National Science Teachers Association-Standards for Science Teacher Preparation (NSTA-SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards

Veal, William R.; Allan, Elizabeth

2014-01-01

403

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

NASA Astrophysics Data System (ADS)

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

Moore, Felicia Michelle

2003-10-01

404

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

SciTech Connect

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

Willcuts, Meredith H.

2009-04-17

405

Evaluating a 5 year climate change research teacher professional development program in Southern Nevada  

NASA Astrophysics Data System (ADS)

We present results of a 5 yr NSF funded project, part of Nevada ';s Climate Change Research Education and Outreach EPSCoR award. Goals of the K-12 portion of the project included: a replicable professional development model of K-12 climate change science education for Nevada and other institutions; strengthened relationships between secondary school teachers and NSHE climate change researchers; and greater teacher pedagogical content knowledge in climate change science and greater confidence in ability to teach effectively. Two overarching research questions formed the foundation of our teacher professional development program: 1) How will climate change affect Nevada's baseline water resources (groundwater and surface water) and linked ecosystem services? 2) How will climate change affect natural and anthropogenic disturbances (e.g., wildland fires, invasive species, and insect outbreaks)? All teachers participated in at least one (2-week long) summer institute and academic year follow up focused on one of two overarching research questions forming the basis of the award assisted by a disciplinary graduate student . An on-line class (ENV 794) was a 3 credit graduate credit bearing class from UNLV based on the fundamentals of climate change science was available free to participating teachers. A supplemental program in the final award year was added following advisory board recommendations to develop a cohort or "learning community" approach at an interested high school. The 'About Climate Change' Integrated Curriculum spans several subject areas and cuts across national standards for STEM English and Social Studies; a 2-week unit developed by Clark HS teachers for their classes. Our teachers increased their content knowledge about climate change science. This is indicated in student evaluations of the on-line course ENV 794, and in the summer institute post test of content knowledge which included about 25 questions. There was improvement for our one focus question about climate change having the greatest impact on high-latitudes. While there was no improvement on our focus question of human produced CO2 being greater than nature sequestered CO2, for this question nearly everyone got it correct pre and post, which makes it seem that our group of teachers began the institute with an understanding that humans are producing CO2 which has an impact on climate and our summer institutes nurtured that understanding. Teachers feel that they are more competent to teach climate change science effectively in the classroom. All teachers rated themselves as significantly more confident in reference to selected focus questions (11 in total, only 4 are described here). They were asked to describe their current belief about their level of skill and knowledge in teaching the following topics; Q#1 explain the greenhouse effect; Q#6 relate climate change to disturbances in natural ecosystems; Q#8 incorporate climate change labs into your science teaching; and Q#10 teach about local impacts of climate change in your science classroom. Each teacher was observed delivering a lesson plan in their classroom. We conducted no formal audit or assessment of any teachers pedagogical skill in teaching-this was beyond the scope of the project. Likewise, the program did not attempt to assess learning of the students taught by our teachers.

Buck, P.; Rudd, L.; McAlister, J.; Bonde, A.

2013-12-01

406

Mathematics Teacher TPACK Standards and Revising Teacher Preparation Margaret Niess  

E-print Network

they learned it ­ without integrating digital technologies that afford new ways of thinking in mathematics knowledge (PCK). This new way of thinking about teacher knowledge called for the integration of content, Oregon, 97331 USA niessm@onid.orst.edu Abstract What knowledge do teachers need for integrating

Spagnolo, Filippo

407

Biology teachers' attitudes toward and use of Indiana's evolution standards  

NASA Astrophysics Data System (ADS)

This study examines the relationship between biology teachers' evolution teaching practices and their regard and use of Indiana state evolution standards. A survey developed by the authors contained five subscales: use of standards; attitude toward standards; attitude toward evolution standards; evolution teaching practices; and demographic information. This survey was administered to 229 Indiana biology teachers. Data were analyzed using the Rasch model to convert Likert rating scale data into ratio data used for parametric analyses. Correlation analysis revealed significant relationships between use of standards and attitude toward standards, attitude toward standards and evolution teaching practices, and attitude toward evolution standards and days teaching evolution. These findings suggest practical relationships between standards use, teachers' regard of standards, and evolution teaching practices.

Donnelly, Lisa A.; Boone, William J.

2007-02-01

408

The Role of University Science Faculty in Promoting Meaningful Educational Change Through Inservice Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The role of university faculty in promoting meaningful educational change through inservice teacher professional development has long been theorized, but seldom modeled. Cordial relations and clear mutual goals shared between discipline specialists, such as university scientists and the K - 12 staff development communities, have not existed, and dysfunctional relationships between K-12 schools and the university over the past century have inhibited the solidification of these meaningful professional development partnerships. Our research suggest that inservice teachers tend to learn more about scientific processes in settings where they have the opportunity to interact and engage in an environment where opportunities for learning are promoted by participation and work with professionals in the sciences: University scientists that fostered collaborative flexible environments and treated teachers as professionals appear to have had greater impacts on teachers' learning about the creative, imaginative, social, and cultural aspect of science than the university scientists who treated teachers as technicians. Our work challenges many of the seminal studies and in-depth literature reviews of the last 15 years that assert that an explicit/reflective approach is most effective in promoting adequate conceptions of science among both prospective and practicing teachers. It should be noted, however, that all of these previous studies were conducted in the context of preservice elementary and secondary science methods courses and the process of generalizing these findings to practicing teachers appears to have occurred only in literature reviews and is not clearly substantiated in published research reports. Our study recommends that science teacher professional development should involve initiating inservice teachers into the ideas and practices of the scientific community. Teaching is a learning profession and professional development contexts need to assign teachers a certain amount of responsibility for their own learning. The work of science teaching cannot be accomplished without teacher learning, and teachers of science learn about scientific communities when scientists invite them to engage in the context of scientific practice. Unfortunately, numerous state and federal policies do not support science teachers as they seek to achieve these ends. Many of these policies push schools and universities to design professional development offerings that attempt to generate social capital in order to improve the school as an organization and do not the enrich the individual science teacher. However, these systems of professional development do not acknowledge that scientific knowledge is rapidly changing and K - 12 science teachers and curricula require continual renewal if they are to be accessible and relevant to students' lives. The university is uniquely situated to provide contexts through which inservice teachers can realize the "social and cultural embeddedness of scientific knowledge" (Lederman et. al., 2002).

Schuster, D. A.

2005-12-01

409

The Teacher Work Sample: A Professional Culminating Activity that Integrates General Studies Objectives  

ERIC Educational Resources Information Center

In response to Oregon's Teacher Standards and Practices Commission requirement that all prospective teachers document samples of their work, the Teacher Work Sample (TWS) was developed during the 1980s at Western Oregon University. The TWS was conceptualized as a method to connect meaningful teaching and learning while documenting teacher

Benton, Jean E.; Powell, David; DeLine, Mary Ann; Sautter, Alberta; Talbut, Mary Harriet; Bratberg, William; Cwick, Simin

2012-01-01

410

Calling All Teachers!Calling All Teachers!Calling All Teachers!Calling All Teachers! Attend a 5-day professional development workshop in Sum-  

E-print Network

professional development workshop in Sum- mer of 2013 at no cost to you! Who should attend? · High school general science, chemistry, physics, math and technology teachers · Middle school physical science & engineering Everything is FREE: 4 CEUs, materials, lunches & snacks Graduate credits available! Two (2

Karonis, Nicholas T.

411

Storytelling as dialogue: how teachers construct professional knowledge  

Microsoft Academic Search

This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of

Christine Savvidou

2010-01-01

412

Storytelling as Dialogue: How Teachers Construct Professional Knowledge  

ERIC Educational Resources Information Center

This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12…

Savvidou, Christine

2010-01-01

413

"Teachers, Let's Take Back Our Birthrights!"  

ERIC Educational Resources Information Center

In an interview, Barbara Koppman, a classroom teacher, reading specialist, and curriculum writer, expresses her opinions on professional standards, teacher morale, teacher evaluation, the use of master teachers, professional organizations for teachers, teacher image in the media, and the school's role in solving social problems. (JN)

Landsmann, Leanna

1982-01-01

414

K-12 Achievement Standards Teacher's Guide to Social Studies.  

ERIC Educational Resources Information Center

This teacher's guide outlines K-12 achievement standards for social studies in Idaho public schools. The guide is divided into 14 sections: (1) "364 Social Studies Standards"; (2) "365 Social Studies Standards Grade Kindergarten, Sections 366 through 378"; (3) "381 Social Studies Standards Grade 1, Sections 382 through 394"; (4) "397 Social…

Idaho State Board of Education, Boise.

415

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program  

NASA Astrophysics Data System (ADS)

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

Rozenszajn, Ronit; Yarden, Anat

2014-02-01

416

Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community  

NSDL National Science Digital Library

This article reports on the results of a mixed method case study investigating the relationship between professional learning community (PLC) activities and teacher improvement in a first-year middle school.

Graham, Parry

2007-01-01

417

Understanding teacher leadership and professional learning in a secondary mathematics department.  

E-print Network

??This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document… (more)

Higgins, Christine.

2013-01-01

418

Professional Educators' Access to Knowledge (PEAK): Agricultural Science for Teachers and Extension Agents.  

ERIC Educational Resources Information Center

Describes how the Professional Educators' Access to Knowledge (PEAK) Institute for Science in Agriculture exposed both formal (middle school teachers) and nonformal (county extension agents) educators to contemporary agricultural research. (Author/CCM)

McCutcheon, Gloria S.; Weatherford, David

1999-01-01

419

Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community  

E-print Network

Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community identities and practices as education reform advocates and agents of educational change. Introduction ineffective at instigating meaningful change. Though researchers have theorized about innovative PD

Colorado at Boulder, University of

420

The impact of professional development in informal science contexts on teachers' content knowledge and discourse  

NASA Astrophysics Data System (ADS)

The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use "each other as vehicles for reinforcing beliefs and meaning making" (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators' use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will address elementary and middle school teachers' need for science content. Further, developing instructional strategies for informal sites will be important since the learning potential that can be found through exhibits and exhibitions are not being fully realized.

Holliday, Gary M.

421

Multiculturalism in schools: The professional absorption of immigrant teachers from the former USSR into the education system in Israel  

Microsoft Academic Search

The purpose of this research was to determine the professional absorption of immigrant teachers from the Former Soviet Union in comparison to veteran teachers11Veteran teachers—this term is used to describe experienced teachers working in the education system. The English term “native” is not appropriate, since a lot of these teachers were not born in Israel. working in the same schools

Orly Michael

2006-01-01

422

Toward the mark of empowering policies in elementary school science programs and teacher professional development  

NASA Astrophysics Data System (ADS)

In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet produce very similar outcomes regarding teachers' professional development and school science learning for elementary students. Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized when policies are introduced that distract from practices that were working prior to new reforms.

Mensah, Felicia Moore

2010-12-01

423

The challenge of self-regulated learning in mathematics teachers' professional training  

Microsoft Academic Search

This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional\\u000a training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was\\u000a based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and\\u000a how to solve problems (Kramarski and Mevarech, Am Educ Res J

Bracha Kramarski; Tali Revach

2009-01-01

424

Developing Teachers' Reflective Practice: An Explorative Study of Teachers' Professional Learning Experience in a Private Lebanese School  

ERIC Educational Resources Information Center

This article examines the in-house professional development program in a private school in Lebanon and the approach it adopts to train teachers on reflective practice. It identifies the contextual factors in the school that teachers perceive as supporting their professional learning of reflective practice, and investigates the teachers'…

Shabeeb, Lina El Ashi; Akkary, Rima Karami

2014-01-01

425

Health promoting hospitals in Lithuania: health professional support for standards.  

PubMed

The standards for health promotion (HP) addressing five domains such as (1) management policy, (2) patient assessment, (3) patient information and intervention, (4) promoting a healthy workplace and (5) improving continuity and cooperation have been elaborated and applied within the International Networks of Health Promoting Hospitals (HPH). The awareness of HP activities by health professionals and their opinions as to the applicability of the five HP standards in three randomly selected hospitals of the Lithuanian HPH network was assessed. A questionnaire survey of physicians and nurses (including chiefs of the selected departments as managerial staff) working in three different-sized hospitals was carried out. The overall response rate constituted 74.7%, with 280 physicians and 739 nurses completing the survey. One in four respondents stated that the first, second and fifth standards could be implemented into daily practice whereas one in three respondents held the same belief in respect to the third and fourth standards. Health professionals from the small hospital possessed better knowledge and demonstrated a more positive opinion with respect to the applicability of all five standards compared with the larger hospitals. No difference was observed between the opinions of physicians and nurses concerning the applicability of the first and second HP standards, yet a significantly larger number of nurses, compared with physicians, expressed a positive attitude towards the implementation of the remaining three standards. More physicians and nurses with managerial roles, compared with those not involved in the management of hospitals, reported that all five standards could be integrated into daily practice. PMID:22956216

Miseviciene, Irena; Zalnieraitiene, Kristina

2013-12-01

426

Taking Teachers' Continuous Professional Development (CPD) beyond Reflection: Adding Shared Sense-Making and Collaborative Engagement for Professional Renewal  

ERIC Educational Resources Information Center

While reflection continues to be promoted as a central feature of teachers' continuous professional development (CPD) activities in Scotland and elsewhere, a wider debate across professions and national boundaries has opened as to how reflection might be re-conceptualised to restore its social and critical dimensions. This paper seeks to…

McArdle, Karen; Coutts, Norman

2010-01-01

427

Relationships between professional teacher characteristics and academic achievement of middle school science students  

NASA Astrophysics Data System (ADS)

All parents want their children to have "good" teachers. But what is "good?" How can "good" be measured? And is "good" good enough? The No Child Left Behind Act of 2001 requires that every child will have "highly qualified" teachers who earn this title through guidelines established by their states. Tennessee teachers may become "highly qualified" in a specific area through education, testing, experience, or a combination of these requirements. Tennessee Value Added Assessment System (TVAAS) average gain scores over a three-year period were examined for 124 middle school science teachers in rural West Tennessee. Teacher characteristics were analyzed for possible predictive relationships of TVAAS average gain scores. Teacher characteristics included the amount and types of science professional development, number of years of middle school science teaching experience, number of years of post-secondary education, number of memberships held in science professional organizations, and overall school climate and teacher morale in each school setting. Archival data was utilized for TVAAS average gain scores, and a teacher-completed data gathering instrument was employed to gain information about teacher characteristics. A multiple regression was used to analyze the data. The study has shown that although teacher characteristics contribute to a positive learning experience for students, they cannot be used as predictors of student outcomes. The results found a negative significant relationship between TVAAS average gain scores and the number of memberships held in professional organizations. More research should be completed to ascertain other qualities and relationships.

Cox, Becky Jane Moore

428

Pedagogy by my Standards: A Teacher's Views on Two Process Standards  

Microsoft Academic Search

This study focused on how a high school mathematics teacher in the United States interpreted and used the NCTM standards: communication and reasoning and proof in class. The Algebra I class of a grade 10 teacher wa s observed for one week and after each observation he was interviewed. This teacher valued mental computation, drill and practice, and the use

Jaguthsing Dindyal

429

Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education  

ERIC Educational Resources Information Center

The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to…

Marsh, Brian; Mitchell, Nick; Adamczyk, Peter

2010-01-01

430

Technology Incentives: Motivating Teachers to Attend Professional Development Training  

ERIC Educational Resources Information Center

Technology incentives are a great way to motivate teachers to learn to use technology. Polk County Schools in Florida has proven that technology incentives work to their advantage. A highlight that motivates Polk County teachers, is that a technology coaching program is in place to assist teachers at different schools. In this article, the author…

Richard, Virginia

2007-01-01

431

Professional Development Becomes Political: Geography's Corps of Teacher Leaders  

ERIC Educational Resources Information Center

In the 1980s, the National Geographic Society launched a multi-million dollar campaign to improve teachers' knowledge of geography through the establishment of geographic alliances--networks of geography professors, teacher educators, and elementary and secondary teachers. To coordinate reform efforts in geographic education, the Society provides…

Kenreich, Todd W.

2002-01-01

432

Teachers in Residence: Personal and Professional Growth from Collaboration.  

ERIC Educational Resources Information Center

The University of Alabama College of Education began employing teachers full time as university faculty in 1985. The program provides undergraduate students with a master classroom practitioner and employs experienced adjunct staff (Teachers in Residence) who sensitize faculty to classroom issues and problems. The program enhances teacher growth.…

Daane, C. J.; Waltman, Elaine

1999-01-01

433

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

NASA Astrophysics Data System (ADS)

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

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

2008-02-01

434

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development  

NASA Astrophysics Data System (ADS)

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-06-01

435

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

NASA Astrophysics Data System (ADS)

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

Boriack, Anna Christine

436

Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion  

ERIC Educational Resources Information Center

This paper explores the need for innovative leadership in teacher education in the Canadian context, with a particular call for renewed professional development of current teachers. Within a country defined as multicultural, recent demographic shifts, interregional migration, growing ethnic diversity, and the emergence of a paradigm of inclusion,…

Philpott, David E.; Furey, Edith; Penney, Sharon C.

2010-01-01

437

"Convenience Editing" in Action: Comparing English Teachers' and Medical Professionals' Revisions of a Medical Abstract  

ERIC Educational Resources Information Center

Native English-speaking (NES) English teachers at universities in English as a foreign language (EFL) contexts are sometimes asked to edit English manuscripts written by non-native English-speaking (NNES) colleagues in scientific fields. However, professional peers may differ from English teachers in their approach towards editing scientific…

Willey, Ian; Tanimoto, Kimie

2012-01-01

438

An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice  

ERIC Educational Resources Information Center

The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

2011-01-01

439

Professional Development of Secondary Science Teachers of English Learners in Immigrant Communities  

ERIC Educational Resources Information Center

This is a research study of secondary science teacher professional development, in which 30 teachers learned about and implemented a series of teaching strategies aimed at increasing the participation and learning of English Learners in schools serving largely Latino immigrant communities within California's Central Valley. This study focuses on…

Manzo, Rosa D.; Cruz, Lisceth; Faltis, Christian; de la Torre, Adela

2011-01-01

440

WORKING ACROSS DIFFERENT SPACES TO CREATE COMMUNITIES OF PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

Finding effective ways to provide professional development opportunities for teachers to develop innovative, inquiry-based technology-infused pedagogical practices is the work of the Galileo Educational Network. Our efforts are focused on creating both onsite and online job embedded learning environments that • help teachers focus on teaching and learning by designing and implementing inquiry-based teaching and learning experiences for students, •

S. FRIESEN; P. CLIFFORD

441

Professional Development Support for Alternatively Certified and Traditionally Certified Career and Technical Education Teachers  

ERIC Educational Resources Information Center

The first five years of teaching are important because 30% of all beginning teachers leave the profession during that time (Darling-Hammond, 2001). The purpose of this study was to examine professional development for beginning career and technical education (CTE) teachers during their first five years with respect to three licensure routes:…

Edney, Wendy Frye

2010-01-01

442

Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example  

ERIC Educational Resources Information Center

This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers' classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers…

DeCuir-Gunby, Jessica T.; Marshall, Patricia L.; McCulloch, Allison W.

2012-01-01

443

Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning  

ERIC Educational Resources Information Center

Background: Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling…

Sturmer, Kathleen; Konings, Karen D.; Seidel, Tina

2013-01-01

444

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

ERIC Educational Resources Information Center

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

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

2012-01-01

445

Professional Role and Identity of Icelandic Preschool Teachers: Effects of Stakeholders' Views  

ERIC Educational Resources Information Center

In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE),…

Jónsdóttir, Arna H.; Coleman, Marianne

2014-01-01

446

What Is Popular Is Not Always Right--Measuring Teacher Professional Behaviour  

ERIC Educational Resources Information Center

Teaching is considered one of the most trusted professions, yet literature evaluating teachers' understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The…

Morris, Zoe A.; Richardson, Paul W.; Watt, Helen M.G.

2012-01-01

447

Teacher-Team Development in a School-Based Professional Development Program  

ERIC Educational Resources Information Center

This paper documents how a team progressed through the five stages of team development as a result of a school-based professional development program using a laboratory class cycle. Six Grade two teachers and their administrator in a primary school in the southeastern United States participated in the study. All the teachers were interviewed at…

Cheng, Lu Pien; Ko, Ho-Kyoung

2009-01-01

448

The "Trainer in Your Pocket:" Mobile Phones within a Teacher Continuing Professional Development Program in Bangladesh  

ERIC Educational Resources Information Center

Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action's (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine…

Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm

2013-01-01

449

The Bi-Polar Professional Self of Aspiring Teachers: Mission and Power  

ERIC Educational Resources Information Center

The aim of this article is to map and organize the expectations of aspiring teachers in the final stage of training into a coherent conceptual framework. A theoretical model, termed The teacher's bi-polar professional self (TBPS) model, was developed and data assembled to provide corroborating empirical evidence. The research design was based on…

Friedman, Isaac A.

2006-01-01

450

Basic Training and Professional Qualifications of Teachers in Bulgaria and Turkey: A Comparative Study  

ERIC Educational Resources Information Center

The professional qualification of teachers is a derivative of the career development system, the lifelong study model, the expected efficiency of the learning process and others. Motivating a teacher with regard to the need for continuous development depends on the order of the profession with respect to other professions, the remuneration, the…

Evgenieva, Emilia; Arslan, Serife

2012-01-01

451

The Role of Teachers' Professional Learning Communities in the Context of Curriculum Reform in High Schools  

ERIC Educational Resources Information Center

As mainland China seeks to implement its curriculum reforms, efforts to apply reform concepts emphasizing teacher empowerment have not been very successful. Theory and policy indicate that one possible solution is to establish a teachers' professional learning community (PLC). This study conducted a survey of thirty-two high schools in three…

Song, Huan

2012-01-01

452

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

ERIC Educational Resources Information Center

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

von Gnechten, Mitchell P.

2011-01-01

453

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

ERIC Educational Resources Information Center

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

Brand, Brenda R.; Moore, Sandra J.

2011-01-01

454

A Sociocultural Analysis of Teacher Talk in Inquiry-Based Professional Development  

ERIC Educational Resources Information Center

In this article we examine a teacher-authored narrative in which Steve Mann (2002), an English as a second language teacher, critically reflects on how his teaching beliefs were transformed as a result of participating in "cooperative development" (Edge, 1992, 2002). Cooperative development is an inquiry-based approach to professional development…

Tasker, Thomas; Johnson, Karen E.; Davis, Tracy S.

2010-01-01

455

State education, spirituality, and culture: teachers’ personal and professional stories of negotiating the nexus  

Microsoft Academic Search

This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers’ personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted

Deborah Fraser

2007-01-01

456

Taiwanese Technical Education Teachers' Professional Development: An Examination of Some Critical Factors  

ERIC Educational Resources Information Center

There is a lack of research in the area of the influence that task autonomy (TA), organizational learning (OL), and group cohesiveness (GC) can have on technical education teachers' innovation of professional development (IOPD). Therefore, this study aimed to probe into the influences of TA, OL, and GC on IOPD by technical education teachers, and…

Chang, Jen-Chia; Yeh, Yu-Mei; Chen, Su-Chang; Hsiao, Hsi-Chi

2011-01-01

457

Professional Development of Teachers: A Process for Integrating Faith and Learning in Christian Schools.  

ERIC Educational Resources Information Center

This paper investigates how to train teachers in Christian schools for the integration of faith and learning (IFL) in their classrooms, noting that professional development of teachers in Christian schools can foster IFL in individual classrooms and entire campuses. The paper focuses on Jesus's training methodology, identifying components used in…

Nwosu, Constance C.

458

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

ERIC Educational Resources Information Center

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

Veletsianos, George; Doering, Aaron; Henrickson, Jeni

2012-01-01

459

The Professional Development Trajectories of Teachers Successfully Integrating and Practicing with New Information and Communication Technologies  

ERIC Educational Resources Information Center

This dissertation is a qualitative study that examines expert teacher's trajectories of professional development (PD). Interviews across 39 participants produced data in the form of life-narratives revealing perceptions of growth across the teachers' careers. Using a life-narrative methodological approach (McAdams, 2011), these data were…

Dikkers, Seann Mason

2012-01-01

460

Identifying Teachers Attending Professional Development by Their Stages of Concern: Exploring Attitudes and Emotions  

ERIC Educational Resources Information Center

The purpose of this study was to use the Stages of Concerns (SoC) framework established by Hall and Loucks as a way to usefully identify types of teachers. Teachers who participated in the study were attending a professional development program called Great Expectations (GE). A modified version of the SoC questionnaire was used, so an exploratory…

Christesen, Eric; Turner, Jeannine

2014-01-01

461

High-Quality Professional Development for All Teachers: Effectively Allocating Resources. Research & Policy Brief  

ERIC Educational Resources Information Center

This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development. This brief includes the following to help state and district leaders select professional learning activities that are worth the allocation of scarce resources:…

Archibald, Sarah; Coggshall, Jane G.; Croft, Andrew; Goe, Laura

2011-01-01

462

Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers through Teacher Professional Development  

ERIC Educational Resources Information Center

In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that…

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

463

The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge Research in Education  

ERIC Educational Resources Information Center

"The Politics of Teacher Professional Development: Policy, Research and Practice" provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions…

Hardy, Ian

2012-01-01

464

Up, Close and Personal: Teachers' Responses to an Individualised Professional Learning Opportunity  

ERIC Educational Resources Information Center

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's…

Muir, Tracey; Beswick, Kim; Williamson, John

2010-01-01

465

Facilitating Teacher Educators' Professional Learning through a Regional Research Capacity-Building Network  

ERIC Educational Resources Information Center

This paper reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England with the aim of providing early and mid career researchers from seven regional universities with opportunities for professional learning and development. It explores…

Jones, Marion; Stanley, Grant; McNamara, Olwen; Murray, Jean

2011-01-01

466

Working with Children with Specific Communication Disorders: A Professional Development Programme for Teachers  

ERIC Educational Resources Information Center

Primary teacher training programmes in New Zealand do not provide training about specific communication disorders (SCDs), despite prevalence of SCDs of approximately 7%. This pilot study investigated the effectiveness of a three-hour professional development (PD) programme for a specialised group of primary teachers, Special Education Needs…

Cunningham, Michele; Purdy, Suzanne C.; Hand, Linda

2010-01-01

467

Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners  

ERIC Educational Resources Information Center

This article engages in the debate about what counts as professional knowledge from the perspective of improving outcomes for diverse learners. The authors begin by highlighting the importance of assumptions about appropriate roles for teachers and how those assumptions have shaped the debate about what teachers need to know. Then, they consider…

Timperley, Helen; Alton-Lee, Adrienne

2008-01-01

468

How Does Writing for Publication Help Professional Development of Teachers? a Case Study in China  

ERIC Educational Resources Information Center

Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a "stance of inquiry". Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based…

Wong, Jocelyn L. N.

2014-01-01

469

Professional Burnout and Compassion Fatigue among Early Childhood Special Education Teachers  

ERIC Educational Resources Information Center

This study explored stress and coping as related to the phenomena of professional burnout, compassion fatigue, and resiliency in early childhood special education (ECSE) teachers. Interviews and observations were conducted with four ECSE teachers and the data were analyzed to identify stressors, coping strategies, and resiliency outcomes. First,…

Naig, Lisa Ann

2010-01-01

470

Teacher Perspectives as a Tool for Reflection, Partnerships and Professional Growth.  

ERIC Educational Resources Information Center

This paper describes the theoretical framework that underlies the Teachers as Decision Maker Program (TADMP) at Indiana University and the development of a conceptual framework of seven teacher perspectives. The four components of the theoretical framework guiding both TADMP research and the program itself are pedagogical schemata, professional

Bennett, Christine I.

471

Change Orientation and Perceptions of Emerging Professional Roles Held by Teachers of Home Economics in Virginia.  

ERIC Educational Resources Information Center

The study was conducted to identify and analyze change orientation and perceptions of emerging professional roles held by teachers of home economics in the public schools of virginia. A random sample of 330 teachers participated in the study. Five hypotheses were formulated based on a review of past literature. Data were collected utilizing a…

Hood, Florence Fairfax

472

Turkish EFL Student Teachers' Perceptions on the Role of Electronic Portfolios in Their Professional Development  

ERIC Educational Resources Information Center

There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers' perceptions on the role of e-portfolios in…

Kocoglu, Zeynep

2008-01-01

473

Teachers' Self-Assessment of the Effects of Formative and Summative Electronic Portfolios on Professional Development  

ERIC Educational Resources Information Center

This study compared the effects of four electronic portfolio curricula on pre-service and beginning teachers' self-ratings of their professional development (n =207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative…

Beck, Robert J.; Livne, Nava L.; Bear, Sharon L.

2005-01-01

474

Exploring Blended Learning for Science Teacher Professional Development in an African Context  

ERIC Educational Resources Information Center

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning…

Boitshwarelo, Bopelo

2009-01-01

475

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

ERIC Educational Resources Information Center

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

Pancsofar, Nadya; Petroff, Jerry G.

2013-01-01

476

Do Comprehensive School Teachers Perceive Themselves as Active Professional Agents in School Reforms?  

ERIC Educational Resources Information Center

This article focuses on exploring comprehensive school teachers' professional agency in the context of the most recent school reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises on which teachers view themselves and their work in terms of developing their own school, catalyzed…

Pyhalto, Kirsi; Pietarinen, Janne; Soini, Tiina

2012-01-01

477

Energizing Teacher Education and Professional Development with Problem-Based Learning.  

ERIC Educational Resources Information Center

This collection of papers presents a variety of field-tested examples that use problem-based learning (PBL) for teacher education in many professional development settings. It describes PBL activities for preservice, novice, and experienced educators at all levels. The eight chapters describe teacher educators' experiences using PBL in their…

Levin, Barbara B., Ed.

478

Professional Mathematics Teacher Identity: Analysis of Reflective Narratives from Discourses and Activities  

ERIC Educational Resources Information Center

This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher's reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the…

Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik

2012-01-01

479

Building Professional Identity as Computer Science Teachers: Supporting Secondary Computer Science  

E-print Network

Identity, Community, Reflection, Professional Development Introduction Quality computing education requires support their identity development as a CS teacher, through facilitating reflection on their teaching that these participants were able to develop a sense of affinity identity with a group of CS teachers, while they failed

Guzdial, Mark

480

Concept Maps of Korean EFL Student Teachers' Autobiographical Reflections on Their Professional Identity Formation  

ERIC Educational Resources Information Center

This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers' autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor's and master's degree programs in English teacher education. The study results imply core…

Lim, Hyun-Woo

2011-01-01

481

Self-Study Research and the Development of Teacher Educators' Professional Identities  

ERIC Educational Resources Information Center

This article presents the results of a study on the project "Teacher Educators Study Their Own Practices". Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities. Data sources were…

Lunenberg, Mieke; Korthagen, Fred; Zwart, Rosanne

2011-01-01

482

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

ERIC Educational Resources Information Center

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

Bignold, Wendy; Barbera, Jackie

2012-01-01

483

Professional Development of Mathematics Teachers in Low SocioEconomic Secondary Schools in New Zealand  

Microsoft Academic Search

This paper reports on a study, which seeks to understand mathematics teacher development in low socio-economic schools. It initially aimed to evaluate the effectiveness of four strategies: professional development meetings; peer observations; mentoring teachers in their own classrooms; and providing readable literature. However, it quickly became apparent that implementing these strategies was problematic, and consequently the focus shifted to investigate

Barbara Kensington-Miller

484

Continuing professional development for experienced physical education teachers: towards effective provision  

Microsoft Academic Search

Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved,

Kathleen M. Armour; Martin R. Yelling

2004-01-01

485

Professional Competencies in First Year Teachers: Project Follow-Up. Final Report.  

ERIC Educational Resources Information Center

Two basic problems prompted this study: that teachers need continuing professional assistance and that university professors involved in teacher preparation programs need continuous exposure to the real world of schools to maintain relevant university programs and courses. The project was intended to provide pilot work concerning the action goals…

Quisenberry, Nancy L.; Shepherd, Terry R.

486

Clinical Teacher Education: Reflections from an Urban Professional Development School Network. Readings in Educational Thought  

ERIC Educational Resources Information Center

Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of professional development school work has resulted in research institutions being slow to fully adopt a clinical…

Bohan, Chara Haeussler, Ed.; Many, Joyce E., Ed.

2011-01-01

487

Engineering Professional Development Design for Secondary School Teachers: A Multiple Case Study  

ERIC Educational Resources Information Center

The complexity of engineering and its integration into K-12 education have resulted in a variety of issues requiring sustained empirical research (Johnson, Burghardt, & Daugherty, 2008). One particular area of need, given the emphasis on teacher effects on student learning, is to research engineering-oriented teacher professional development. A…

Daugherty, Jenny Lynn

2009-01-01

488

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms  

ERIC Educational Resources Information Center

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2011-01-01

489

Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education  

ERIC Educational Resources Information Center

Sometimes understood as habits of mind, "dispositions" represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice. Based on the American Association of Colleges for Teacher Education's Task Force on Teaching as a…

Murrell, Peter C., Jr., Ed.; Diez, Mary E., Ed.; Feiman-Nemser, Sharon, Ed.; Schussler, Deborah L., Ed.

2010-01-01

490

Evaluating the Effectiveness of Professional Development in Tennessee Schools Using Teachers' Perceptions and Adequate Yearly Progress  

ERIC Educational Resources Information Center

This research study examined questionnaires that included responses from 4,886 teachers employed by 90 schools in the state of Tennessee. The purpose of this study was to analyze the perceptions of teachers from an existing state-administered on-line questionnaire concerning the professional development activities they had participated in during…

O'Briant, Sheila G.

2009-01-01

491

Self, Role and Character: Developing a Professional Identity as a Drama Teacher  

ERIC Educational Resources Information Center

This paper reports on research into what may have influenced trainees on four post-graduate teacher training courses in England to become specialist drama teachers rather than pursue careers in the world of professional entertainment. In doing so it raises questions regarding the value of considering teaching as a performing art. The paper goes on…

Kempe, Andy

2012-01-01

492

Impact of Professional Learning Community Practices on Morale of Urban High School Teachers  

ERIC Educational Resources Information Center

This applied dissertation was designed to determine the impact a planned intervention, or participants' engagement in lesson study practices, had on teacher morale and professional learning communities within a public high school located in the Southeastern part of the United States. A review of a yearly teacher survey conducted by the…

Almanzar, Angel

2014-01-01

493

Virtual Communities for Professional Development: Helping Teachers Map the Territory in Landscapes without Bearings.  

ERIC Educational Resources Information Center

An international professional community of 64 elementary and secondary teachers came together on the Internet to make sense of their practice of teaching French as a second language using the Internet. Excerpts from listserv discussions on classroom control and monitoring demonstrate how teachers collaboratively reflected on specific classroom…

Murphy, Elizabeth; Laferriere, Therese

2003-01-01

494

A Decade Of Teacher Professional Development With SOFIA's EXES And TEXES  

NASA Astrophysics Data System (ADS)

Since January 1998 central Texas grade 6-12 science and math teachers have met several times per year to learn first-hand about how a scientific instrument, the Echelon Cross Echelle Spectrograph (EXES), is being developed and built for SOFIA. In addition to learning about the technology of astronomical instrumentation, they have learned about the development of SOFIA, the scheduling and preparation for observing runs, and a wide range of astronomical topics. A typical Saturday meeting includes an update on SOFIA, EXES, and its ground-based prototype, TEXES (Texas Echelon Cross Echelle Spectrograph); one or more presentations on a science or technology topic; and a Standards-linked activity that they can carry back to use in their classrooms. A variety of guest-presenters - faculty, staff, and graduate students as well as visitors (e. g., Jackie Davidson and Alan Tokunaga) - enrich the program with their expertise. Field trips are important supplements to the program; the entire group visited Waco three times to observe the SOFIA aircraft modification while selected members have accompanied scientists to McDonald Observatory, IRTF, and Gemini for observing runs. In addition, the immediacy offered by live videoconferences with TEXES observers at IRTF and Gemini brought the participants a unique appreciation of nighttime observing at a professional observatory. The participants report their increased knowledge of astronomical concepts and of the culture of professional astronomy. By spreading the SOFIA EXES teacher program over its first decade of development, the staff has formed strong professional bonds with the participants while the participants have shared their experiences with each other. Support from USRA grant 8500-98-008 and the National Science Foundation AST-0607312 and AST- 0607708 is gratefully acknowledged.

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

2007-12-01

495

An Empirical Analysis of Primary Teacher Standards in Vietnam  

ERIC Educational Resources Information Center

This article presents an account of the development of competency standards and profiles for primary teachers in Vietnam. The development project has taken more than four years and used a combination of consultative, actuarial, and item response modeling procedures to develop and validate a scale of teacher competence. In the overall project, more…

Griffin, Patrick; Cuc, Nguyen Thi Kim; Gillis, Shelley; Thanh, Mai Thi

2006-01-01

496

New Teachers for a New Century: The Future of Early Childhood Professional Preparation.  

ERIC Educational Resources Information Center

Based on the view that a well-prepared teacher is one of the keys to young children's successful learning and development in early childhood settings, this book examines the nature and content of current early childhood professional preparation programs at the preservice level, describes high quality early childhood professional preparation, and…

Horm-Wingerd, Diane, Ed.; Hyson, Marilou, Ed.

497

Strategies for a Professional Development Programme: Empowering Teachers for Context-Based Chemistry Education  

ERIC Educational Resources Information Center

The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies, four general strategies for professional development…

Stolk, Machiel J.; Bulte, Astrid M. W.; de Jong, Onno; Pilot, Albert

2009-01-01

498

Innovative Web-Based Professional Development for Teachers of At-Risk Preschool Children  

ERIC Educational Resources Information Center

Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways, such programs are often limited in scale. "My Teaching Partner (MTP)" was designed to deliver a targeted program of professional development for…

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

2006-01-01

499

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

Microsoft Academic Search

Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways, such programs are often limited in scale. My Teaching Partner (MTP) was designed to deliver a targeted program of professional development for teaching quality, integrated with early childhood curricula, to large numbers of

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

2006-01-01

500

Celtic Knots: Interweaving the Elements of Effective Teacher Professional Development in ICT  

ERIC Educational Resources Information Center

Professional development for teachers is often described as a journey. This paper, using the findings from a small-scale study interrogating professional development in ICT, offers the alternate metaphor of an interwoven Celtic knot to explain this phenomenon. It will show how the four key elements identified as being critical to creating the most…

Lloyd, Margaret; Cochrane, Janet

2006-01-01