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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

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

3

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

ERIC Educational Resources Information Center

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

Tummons, Jonathan

2014-01-01

4

The teacher as reflexive professional: making visible the excluded discourse in teacher standards  

Microsoft Academic Search

In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that

Mary Ryan; Terri Bourke

2012-01-01

5

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

6

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

7

Studying Teachers' Sensemaking to Investigate Teachers' Responses to Professional Development Focused on New Standards  

ERIC Educational Resources Information Center

Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers' judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how…

Allen, Carrie D.; Penuel, William R.

2015-01-01

8

Professional Standards for Teacher Educators: How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands  

ERIC Educational Resources Information Center

During the last decade several professional standards describing competencies for teaching staff in secondary and higher education have been developed. Not all these standards are considered fruitful by the relevant professional communities of teachers and teacher educators. In this article we analyse the experiences with the Dutch standard for…

Koster, B.; Dengerink, J. J.

2008-01-01

9

The "Shape" of Teacher Professionalism in England: Professional Standards, Performance Management, Professional Development and the Changes Proposed in the 2010 White Paper  

ERIC Educational Resources Information Center

Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government's 2010 White Paper, "The Importance of Teaching", announced reforms that will potentially…

Evans, Linda

2011-01-01

10

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

11

Conceptualizing Teacher Professional Learning  

ERIC Educational Resources Information Center

This article adopts a complexity theory framework to review the literature on teachers' professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The review brings together multiple strands of literature on teacher professional

Opfer, V. Darleen; Pedder, David

2011-01-01

12

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

13

Assembling the "Accomplished" Teacher: The Performativity and Politics of Professional Teaching Standards  

ERIC Educational Resources Information Center

Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the "accomplished" teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the…

Mulcahy, Dianne

2011-01-01

14

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

15

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

16

K-12 Teacher Professional Development  

NASA Astrophysics Data System (ADS)

For many school subjects, teachers enlist in professional development activities to fulfill certification requirements to update themselves on recent developments in their field. For astronomy, in addition to certification, many teachers need to acquire basic knowledge and skills since their background is often deficient. Thus, a main goal of professional development workshops is to enhance the knowledge base of the participants. But their needs go beyond what can be acquired in a book or lecture. In response to guidelines of the National Science Education Standards (1996), the participants should actively investigate phenomena and interpret results, be introduced to resources that expand their knowledge, build on their current understanding, and incorporate reflection on the process and outcomes of understanding science through inquiry. Examples of how these elements are incorporated into workshops that emphasize activities and teacher-to-teacher interaction over lecture are offered in this presentation. Setting realistic goals for workshops of different lengths (from one day to one month) and evaluating the results are also components of teacher professional development.

Hemenway, Mary Kay

2013-06-01

17

Professional Issues for Primary Teachers  

ERIC Educational Resources Information Center

This book is intended to be a contribution to raising the awareness of primary teachers and trainee teachers as to what is involved in all the different professional dimensions of their work in schools. The book deals with the key professional issues in primary teaching that are addressed in primary teacher training courses. The book aims to…

Browne, Ann, Ed.; Haylock, Derek, Ed.

2004-01-01

18

A Space Science Teacher Professional Development Program  

Microsoft Academic Search

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

Sanjay S. Limaye; Rosalyn A. Pertzborn

2003-01-01

19

Further Education Teachers' Constructions of Professionalism.  

ERIC Educational Resources Information Center

Interviews with 12 further education teachers in Britain revealed a variety of conceptions of professionalism that conflict with standard definitions. The diversity of types may explain why further education teachers are not organized as a profession, are accorded low status, and are subject to exploitation. (Contains 26 references.) (SK)

Clow, Ros

2001-01-01

20

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

21

Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education  

Microsoft Academic Search

This paper reports the outcomes of a survey to investigate the level of cultural understanding and confidence for teachers working in culturally diverse classrooms. The survey was administered to teachers in primary and secondary schools in an Australian regional city. The aim of analysis was to determine the direction and strength of association of six demographic variables with measures of

Sue Thomas; Judith Kearney

2008-01-01

22

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

23

The Portfolio Guidebook: Implementing Quality in an Age of Standards. Bill Harp Professional Teachers Library.  

ERIC Educational Resources Information Center

This portfolio book provides an actual step-by-step complete system of writing assessment from the ground up and across all grade levels. The book suggests that teachers purposefully gather student portfolios, reflect meaningfully on them, and then validly and reliably rate them with statistical success that will also feed meaningfully back into…

Koch, Richard; Schwartz-Petterson, Jean

24

THE STANDARD FOR INITIAL TEACHER EDUCATION 1 Professional Knowledge and Understanding  

E-print Network

and achieve the objectives of lessons. Employ a range of teaching strategies and justify their approach. Set expectations and a pace of work which make appropriate demands on all pupils. Work effectively in co-operation with other professionals and adults in order to promote learning 2 Classroom Organisation and Management

Ainsworth, Mark

25

Professional Practices Boards for Teachers.  

ERIC Educational Resources Information Center

Establishment of professional practices boards (PPB) would serve the public interest and help move teaching toward full professional status. Topics include national and state PPB, board composition, the PPB role in assessing candidates for entry into teaching, and recruiting and retaining minority teachers. (IAH)

Shive, J. Jerrald

1988-01-01

26

Teachers on Standards.  

ERIC Educational Resources Information Center

This theme issue on standards contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. These narratives describe how teachers in Alaska, South Carolina, Ohio, Massachusetts, Kentucky, Arizona, and New Mexico are implementing state content standards while honoring local contexts for…

Benson, Chris, Ed.

2001-01-01

27

Improving Teachers' Assessment Literacy through Professional Development  

ERIC Educational Resources Information Center

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

Koh, Kim H.

2011-01-01

28

Teacher Observing Experiences: Deepening Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The Teacher Leaders in Research Based Science Education (TLRBSE) professional development program has been successfully running through the National Optical Astronomy Observatory for the past four years, providing training in research in the classroom, mentoring, and leadership. During the 2003-04 observing season, we have experimented with a new component of the program, Teacher Observing Experiences, in which teachers who have already received training through either the RBSE or TLRBSE programs in using professional telescopes at Kitt Peak, are invited back to Kitt Peak for an observing run with one or two of their students. The objectives of the program are to re-involve our teachers at a higher level in the program than originally designed to help build the TLRBSE community, to provide a professional research experience of a higher order that they had in the original program, and to involve a few of their best students in a hands-on observing experience. To participate in the program, teacher had to work with a small team of students to design an observing project, and then submit a proposal to a TLRBSE evaluation committee for competitive selection for observing time on one of three professional telescopes. The teams were provided help in preparing their proposals, including online support materials and telephone conferences with the astronomer in charge of each telescope. Once selected, the teacher/student teams came to Tucson, made their run (including the vagaries of weather faced by all astronomers), returned home with their data, and then provided us with their scientific reports and any TV or print news articles. In this talk, we will describe our first year's experiences: what worked and what didn't, and describe changes for the upcoming year.

Croft, S. K.; Walker, C. E.; Howell, S.; Pompea, S. M.

2004-12-01

29

Statewide and District Professional Development in Standards: Addressing Teacher Equity. Models of Inservice. National Writing Project at Work  

ERIC Educational Resources Information Center

The National Writing Project at Work (NWP) monograph series documents how the National Writing Project model is implemented and developed at local sites across the country. These monographs describe NWP work, which is often shared informally or in workshops. Richard Koch and Laura Roop present a model of standards-based professional development…

Koch, Richard; Roop, Laura; Setter, Gail

2006-01-01

30

Geometry Professionalized for Teachers.  

ERIC Educational Resources Information Center

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

Christofferson, Halbert Carl

31

Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective  

NASA Astrophysics Data System (ADS)

The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting teachers who are willing to change how science is being taught right now. There will be specific examples of clearly written, evidence-based tools that address the general public's lack of critical climate knowledge and help to identify and change students' misconceptions. Specific content areas that continue to be overlooked as "common knowledge" but that need to be addressed in both pre- and in-service teacher instruction, textbooks, and online resources will be identified.

Manning, C.; Buhr, S. M.

2012-12-01

32

Reconsidering Research on Teachers' Professional Identity  

ERIC Educational Resources Information Center

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

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

2004-01-01

33

Voices of Music Teachers regarding Professional Development  

ERIC Educational Resources Information Center

Arts educators need specific professional development. Generic professional development alone will not work for arts teachers. Arts teachers also need more than one type of professional development as the narratives in the stories in this article make clear. The first music teacher provides narrative support for Bowles's research finding that…

Conway, Colleen M.; Hibbard, Shannan; Albert, Dan; Hourigan, Ryan

2005-01-01

34

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

35

Professional Burnout among Public School Teachers.  

ERIC Educational Resources Information Center

By means of a literature review and teacher survey, the following key questions are addressed: (1) How widespread is the problem of professional burnout among public school teachers? (2) What are the professional characteristics of teachers who suffer from burnout? (3) In what ways do teachers differ in the amount of job-related stress and…

Hock, Roger R.

36

Standards and Professionalism: Peace Talks?  

Microsoft Academic Search

How far, in a participatory democracy, should we allow the elected representatives of the people and their agencies to prevail over the best judgements of professionals? Should the State employ its doctors, nurses, dentists, social workers, teachers, university lecturers, etc (all paid from the public purse) as a professional resource left largely to its own devices; or ? since it

Mike Newby

37

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

38

New technologies for teacher professional development  

Microsoft Academic Search

This article describes the potential of new technologies for teacher professional development. The article examines literature on teacher knowledge and professional development and discusses how this literature can inform the design of three types of technology to support teacher learning: multimedia, productivity tools, and telecommunication information systems. We consider how these technologies can contribute to innovation, identify questions to address,

Elliot Soloway; P. Blumenfeld; J. Krajcik

1998-01-01

39

ICT Competency Standards for Teachers: Competency Standards Modules  

ERIC Educational Resources Information Center

Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s project "Information and…

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

2008-01-01

40

Climate Literacy: Supporting Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

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

2012-12-01

41

Standards in Gifted Education and Their Effects on Professional Competence  

ERIC Educational Resources Information Center

Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

Johnsen, Susan K.

2012-01-01

42

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

43

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

44

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

45

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

46

Enhancing and Sustaining Teacher Professionalism in Pakistan  

ERIC Educational Resources Information Center

This paper presents a conceptual framework for fostering teacher professionalism in Government primary schools in Karachi, Pakistan. The framework identifies various stages for enhancing and sustaining teacher professionalism. These stages have been derived from in-depth multiple case studies of four Government primary schools in Karachi where…

Rizvi, Meher; Elliott, Bob

2007-01-01

47

Assessment of Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

This article reports three studies in which a scale for assessing teachers' beliefs about professional-development initiatives was developed and its scores evaluated for reliability and validity. Results indicated that the Teachers' Attitudes About Professional Development (TAP) scale produced scores with high reliability, a stable one-factor…

Torff, Bruce; Sessions, David; Byrnes, Katherine

2005-01-01

48

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

49

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

50

Autobiographical Reflections for Teacher Professional Learning  

ERIC Educational Resources Information Center

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

Choi, Tat Heung

2013-01-01

51

The need of continuous professional teacher development  

Microsoft Academic Search

Effective teachers, effective school. Modern trends in education are aimed at creating effective schools. But could you modern and contemporary school without an effective teacher? Does the teacher can be effective if they do not follow current trends, if not grow professionally? In this direction is the preparation of this paper. In it we present the theoretical debates about the

Snezana Jovanova-Mitkovska

2010-01-01

52

The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics  

Microsoft Academic Search

This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the\\u000a southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher\\u000a training on these aspects of teacher quality. Content knowledge

Lora B. Bailey

2010-01-01

53

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

54

Motivating Teacher Involvement in Professional Growth Activities.  

ERIC Educational Resources Information Center

The evidence from research using expectancy theory is synthesized to develop a contingency model of incentives for involving teachers in professional development. Research findings that focused on the administrative challenge of motivating teachers to engage in curriculum development tasks are used to test the model. (MLF)

Wright, Ruth

1985-01-01

55

Deconstructing Diversity: Professional Development for Elementary Teachers  

ERIC Educational Resources Information Center

Organizing and facilitating professional development (PD) for teachers around issues of ethnicity, race, language, culture, and religion is an important area of research within Canadian education. The diversity in schools across Canada is growing, and meeting the needs of these students becomes essential as we reflect on the aims of teacher

Aujla-Bhullar, Sonia

2011-01-01

56

Professional Development for Teacher-Writers  

ERIC Educational Resources Information Center

Writing instruction can be improved by encouraging teachers to question assumptions, test strategies, and put learning into practice. Professional development should be designed in such a way that it should provide time and structure for teachers to pursue questions that interest them in order to create continual improvement in teaching of writing.

Fleischer, Cathy

2004-01-01

57

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

58

Understanding New Teachers' Professional Identities through Metaphor  

ERIC Educational Resources Information Center

This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers make a shift from seeing themselves as…

Thomas, Lynn; Beauchamp, Catherine

2011-01-01

59

Teacher Professional Development in Congregational Settings  

ERIC Educational Resources Information Center

This article describes the impact of sustained professional development programs in two Jewish congregational schools. This research suggests that contrary to common assumptions, part-time teachers in Jewish congregational schools will invest time in professional development when it is of high quality, interactive and engaging and based at their…

Stodolsky, Susan; Dorph, Gail Zaiman; Rosov, Wendy

2008-01-01

60

Cognitive Apprenticeship and Teachers' Professional Development  

ERIC Educational Resources Information Center

The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…

Nichol, Jon; Turner-Bisset, Rosie

2006-01-01

61

Teachers' Workplace and Professional Certainty  

ERIC Educational Resources Information Center

The study focuses on teachers' perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1,153 Norwegian elementary and junior high school teachers. Results indicate that there…

Munthe, Elaine

2003-01-01

62

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

63

Prospective Teachers' Ideas about Teacher Recruitment and Their Professional Future  

ERIC Educational Resources Information Center

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

Sahin, Idris

2011-01-01

64

Investigating Teachers' Professional Learning in an Advanced Master's Degree Programme  

ERIC Educational Resources Information Center

This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and…

White, C. Stephen; Fox, Rebecca K.; Isenberg, Joan P.

2011-01-01

65

Professional Vision and the Politics of Teacher Learning  

ERIC Educational Resources Information Center

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

Lefstein, Adam; Snell, Julia

2011-01-01

66

Demonstrating Professionalism as an Agricultural Education Teacher: A Delphi Study  

Microsoft Academic Search

Teaching is a profession and those engaged in teaching should conduct themselves in a manner as a professional. While teacher professionalism has different meanings to different people, professional teachers are essential to make sure that students have meaningful experiences in the classroom. The purpose of this study was to describe what high school agriculture teachers\\/FFA advisors consider to be professional

Kirk A. Swortzel; Jacquelyn P. Deeds; Jason A. Rogers

2007-01-01

67

Effective elements of science teacher professional development  

NASA Astrophysics Data System (ADS)

Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

Zientek, Amy

68

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

69

Kepler Mission IYA Teacher Professional Development Workshops  

Microsoft Academic Search

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

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

2009-01-01

70

New Professionalism in Austere Times: The Employment Experiences of Early Career Teachers in Scotland  

ERIC Educational Resources Information Center

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2-6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public…

Hulme, Moira; Menter, Ian

2014-01-01

71

Learning's Professional Reading for Teachers.  

ERIC Educational Resources Information Center

A "Learning" magazine editor recommends five books for teachers: (1) "Hunger of Memory" (Richard Rodriguez); (2) "Cushla and Her Books" (Dorothy Butler); (3) "Uncivil Liberties" (Calvin Trillin); (4) "Selected Letters of James Thurber"; and (5) "The Selected Letters of Mark Twain." A "must-miss" book list of six titles is also included. (PP)

Ohanian, Susan

1982-01-01

72

Preparing Teachers for Professional Communities.  

ERIC Educational Resources Information Center

Indiana University Purdue University Columbus reorganized its teacher education program to socialize students to the teaching profession and increase collegiality. Communication between faculty, students, and cooperating elementary schools has increased; America Reads program has facilitated partnerships with local schools and increased exposure…

Hossler, Carol-Anne; Winikates, Debra

2002-01-01

73

Imagining, Becoming, and Being a Teacher: How professional history mediates teacher educator identity  

Microsoft Academic Search

This is a self-study wherein we, two teacher educators who are both former public school elementary-grade teachers, sought increased understanding of our professional identities as teachers. We asked, “How is the professional identity of teacher educators mediated by their prior experience as teachers?” We independently created retrospective narratives of our teaching histories, recording key events in our development as teachers

Janet R. Young; Lynnette B. Erickson

2011-01-01

74

Teacher Professional Development: A Different Perspective  

ERIC Educational Resources Information Center

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…

Roseler, Katrina; Dentzau, Michael W.

2013-01-01

75

Professional Burnout among Public School Teachers.  

ERIC Educational Resources Information Center

Nine hundred thirty-nine teachers (50 percent) in the San Diego Unified School District responded to a questionnaire that addressed the problem of burnout. The top causes of burnout were (1) feelings of being trapped, (2) classroom discipline, (3) isolation from peers and colleagues, (4) lack of professional support, and (5) lack of personal…

Hock, Roger R.

1988-01-01

76

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

77

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

78

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

79

Examining barriers to professional development for science teachers  

Microsoft Academic Search

The current science reform movement emphasizes the importance of professional development for teachers as a means of improving student learning in science. Several national studies illustrate the fact that many teachers lack the expertise in areas associated with science education reform. Research on professional development also indicates that current practices in professional development activities do little to increase teacher knowledge

Sandra M. Justin

2004-01-01

80

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.

81

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

82

Teacher Professional Development in Estonia: Theory and Practice.  

ERIC Educational Resources Information Center

Describes teacher professional development in general, analyzing recent research on teacher professional development in Estonia and noting that faculty development has not earned much attention in teacher education courses or in educational research, nor is there much agreement on approaches to faculty development in Estonia. Estonian teacher

Krull, Edgar

2001-01-01

83

Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe  

ERIC Educational Resources Information Center

Teachers' conceptions of what they learn and how they professionally develop through their teaching roles are key to classroom practice and learner achievement because they influence teachers' pedagogic approaches and choice of materials, content, and learner activities. This article reports on some of the findings from a doctoral…

Mukeredzi, Tabitha Grace

2013-01-01

84

NASPA Programs & Initiatives Standards of Professional Practice  

E-print Network

. Student Behavior Members demonstrate and promote responsible behavior and support actions that enhanceNASPA Programs & Initiatives Standards of Professional Practice NASPA: Student Affairs Administrators in Higher Education is an organization of colleges, universities, agencies, and professional

Thomas, Andrew

85

Negotiating Professional Identities in Teacher Education: A Closer Look at the Language of One Preservice Teacher  

ERIC Educational Resources Information Center

The emotional and cognitive work of becoming a teacher is often unknown to preservice teachers, leaving many to negotiate professional identities without support from teacher educators. This article examines how one preservice teacher, Ava Mendon, used language to negotiate professional identities and to build professional confidence during her…

Ticknor, Anne Swenson

2014-01-01

86

Understanding Teacher Professional Development for Urban and Suburban High School Mathematics Teachers  

ERIC Educational Resources Information Center

This is a quasi-ethnographic (qualitative) interview examination of understanding teacher professional development for urban and suburban high school mathematics teachers. Since teacher professional development has been found to be critical in improving student learning such as mathematics achievement, and teacher professional development is…

St. Clair, Sibyl Yvette

2011-01-01

87

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

88

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

89

Impact on Student Achievement of Teacher Participation in K-8 Mathematics Professional Development.  

E-print Network

a professional development program in 1998 for elementary mathematics teachers in grades kindergarten through in the NCTM standards documents and implement many of the lesson activities from the NCTM's Navigations series

Spagnolo, Filippo

90

Bending the Professional Teaching Continuum: How Teacher Renewal Supports Teacher Retention  

NSDL National Science Digital Library

This chapter is built on the premise that science teachers develop their practice along a professional continuum that consists of recruitment, preparation, new teacher induction, ongoing professional development, and advanced certification or master teach

Gillian Roehrig

2009-02-21

91

Professional Development: Implications for Illinois Career and Technical Education Teachers  

ERIC Educational Resources Information Center

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

Drage, Karen

2010-01-01

92

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

Background: In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because…

Barrett, Nathan; Butler, J. S.; Toma, Eugenia F.

2012-01-01

93

Applying Constructionist Principles to Online Teacher Professional Development  

ERIC Educational Resources Information Center

This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

2011-01-01

94

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

95

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

96

The Professional Agency of Teacher Educators amid Academic Discourses  

ERIC Educational Resources Information Center

Agency has been seen as fundamental in the renegotiation of professional identities. However, it is unclear how teacher educators exercise their professional agency in their work, and how multiple discourses frame and restrict the practice of their professional agency. This study examines how teacher educators practise agency in negotiating their…

Hokka, Paivi; Etelapelto, Anneli; Rasku-Puttonen, Helena

2012-01-01

97

Writing as a journey of professional development for teacher educators  

Microsoft Academic Search

The linkage between writing and professional development of teacher educators has hardly been investigated in the past. Our study aims to explore and describe how teacher educators, who wrote and published books in their knowledge domains, with budgetary, professional and institutional support, perceive the experience of writing, and to what extent they view it as contributing to their personal professional

Yehudit Shteiman; Ariela Gidron; Batia Eilon; Pnina Katz

2010-01-01

98

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

99

Reforming Professional Development: Focusing on Teachers' Practices  

ERIC Educational Resources Information Center

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

Leach, Laura M.

2012-01-01

100

Applying Professional Evaluation Standards to Forensics Directors.  

ERIC Educational Resources Information Center

Suggesting that the university faculty members assigned extra-curricular duties with forensics have been denied proper evaluation procedures, this paper argues for the need to apply professional evaluation standards to forensics directors. It proposes four separate components to be considered in developing such standards: (1) professional

Congalton, David; Burtis, John O.

101

Professional Standards for the School Business Official.  

ERIC Educational Resources Information Center

Briefly describes seven professional standards for school business officials from a document completed by professional standards committee and approved the Board of Directors of the Association of School Business Officials International in July 2001. Complete document is available on association's website at www.asbointl.org. (PKP)

Deering, Pam S.; Stevenson, Kenneth R.

2001-01-01

102

Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism  

ERIC Educational Resources Information Center

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

Tichenor, Mercedes; Tichenor, John

2009-01-01

103

Survey of Professional Ethics of Teachers in Institutions of Higher Education: Case Study of an Institution in Central China  

ERIC Educational Resources Information Center

The standard of professional ethics among teachers directly determines the educational standards of a school; they are an essential component of education. In order to clarify the current situation with regard to the professional ethics of teachers in institutions of higher education, this article analyzes how society evaluates those ethics and…

Zheng, Lou; Hui, Song

2005-01-01

104

Teacher Conceptualization of Teaching: Integrating the Personal and the Professional  

ERIC Educational Resources Information Center

This postmodern ethnographic study of teacher conceptualization of teaching expanded the findings of other research regarding the disconnect between teacher preparation programs and classroom teaching by exploring how personal and professional knowledge and identities are synthesized for 10 in-service teachers. Teachers in the study filtered…

Brilhart, Dan

2010-01-01

105

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

ERIC Educational Resources Information Center

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

Mockler, Nicole

2012-01-01

106

Evaluation Competencies of Professional and Non-Professional Teachers in Nigeria  

ERIC Educational Resources Information Center

Teachers' job responsibility has changed significantly in recent years, and now, more than ever, there are pressing needs for high quality teachers to meet the goals of education for sustainable development, especially in developing countries. This timely study examined the relationship between professional and non-professional teachers'…

Ololube, Nwachukwu Prince

2008-01-01

107

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

108

Considering Professional Identity to Enhance Agriculture Teacher Development  

ERIC Educational Resources Information Center

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

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

109

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

110

Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development  

NASA Astrophysics Data System (ADS)

This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to `real world' experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers, scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications for teacher education and outreach are discussed.

Yerrick, Randy; Beatty-Adler, Danielle

2011-04-01

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

A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.  

ERIC Educational Resources Information Center

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

2003-01-01

113

A Collaborative Approach to Preparing Field-Based Teachers/Supervisors for Standards-Based Accountability Systems in Teacher Education  

ERIC Educational Resources Information Center

Preparing college supervisors/cooperating teachers to support teacher candidates' performance using standards is a challenge for teacher preparation programs. This paper will describe a professional development program collaboratively developed by representatives of the state department of education, institutions of higher education, and K-12…

Powell, Beverlee-Ann; Szlosek, Peggy; Flaherty, Thomas; Ryan, Lynne

2007-01-01

114

The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers  

ERIC Educational Resources Information Center

This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators,…

Shoffner, Melanie; Sedberry, Tiffany; Alsup, Janet; Johnson, Tara Star

2014-01-01

115

Science: Teaching and Learning to Standards. Oregon Teacher Resources. 2005-2007  

ERIC Educational Resources Information Center

The purpose of this science education document is to provide resources and advice for teachers, professional development personnel, and teacher educators to help them implement state standards in Oregon's schools. To move all students to these standards, educators must have an environment where several things occur: (a) all teachers are informed…

Oregon Department of Education, 2005

2005-01-01

116

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

117

Incorporating Geospatial Technology into Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

Sproles, E. A.; Songer, L.

2009-12-01

118

‘That's not treating you as a professional’: teachers constructing complex professional identities through talk  

Microsoft Academic Search

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 popular media. These highly contested discourses about

Jennifer L. Cohen

2008-01-01

119

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

120

The tale of two virtual teacher professional development modules  

Microsoft Academic Search

Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional development modules for New Zealand geography and social studies teachers.

Paul Keown

2009-01-01

121

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

122

Focusing Professional Development for Science Teachers on Student Learning  

Microsoft Academic Search

Objectives and significance of the study This study investigates the effects of professional de- velopment for science teachers on student learning. It is usually expected that professional development pro- grams positively impact student learning, however this dimension is not commonly incorporated in the pro- grams evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers

Luis Tinoca

123

Supporting and Sustaining Teachers' Professional Development: A Principal's Guide  

ERIC Educational Resources Information Center

Although school administrators consider supporting and sustaining teachers' professional development a priority, more pressing day-to-day imperatives often eclipse this goal. "Supporting and Sustaining Teachers' Professional Development" specifically targets busy school principals who want practical suggestions for how to balance these everyday…

Tallerico, Marilyn

2005-01-01

124

Coaching Discourse: Supporting Teachers' Professional Learning  

ERIC Educational Resources Information Center

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

Heineke, Sally F.

2013-01-01

125

Professional Development: The Teacher's Perspective  

ERIC Educational Resources Information Center

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

Brown, Julie Miller

2013-01-01

126

Professional Development and Teacher Change: The Missing Leadership Link  

ERIC Educational Resources Information Center

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-01-01

127

Learning and Context: Connections in Teacher Professional Development  

ERIC Educational Resources Information Center

This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. This process of…

Daley, Barbara J.

2004-01-01

128

A Framework for Professional Ethics Courses in Teacher Education  

ERIC Educational Resources Information Center

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

Warnick, Bryan R.; Silverman, Sarah K.

2011-01-01

129

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

130

Professional Co-Development Groups: Addressing the Teacher Training Needs of Social Work Teachers  

ERIC Educational Resources Information Center

This article reports on a professional development initiative organized by two junior university social work teachers. Along with three experienced colleagues, the two teachers experimented with a professional co-development group. The purpose of this group modality, which has much in common with peer supervision, is to reflect on professional

Roy, Valérie; Genest Dufault, Sacha; Châteauvert, Joanie

2014-01-01

131

The Factors that Affect Science Teachers' Participation in Professional Development  

NASA Astrophysics Data System (ADS)

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

Roux, Judi Ann

132

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.

Mistilina Sato

2003-01-01

133

An Investigation of the Role of a Teacher Evaluation System and Its Influence on Teacher Practice and Professional Growth in Four Urban High Schools  

ERIC Educational Resources Information Center

This study examined the perceptions of Language Arts teachers, Mathematics teachers, and administrators in four high schools in a large urban New Jersey school district regarding a standards-based teacher evaluation system implemented in 2003 adapted and modeled on "Enhancing Professional Practice: A Framework for Teaching" (Danielson,…

Towe, Princess B.

2012-01-01

134

Professional Learning as a Physical Education Teacher Educator  

ERIC Educational Resources Information Center

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,…

MacPhail, Ann

2011-01-01

135

Women Teachers' Professional Development: General and Personal Perspectives.  

ERIC Educational Resources Information Center

This study presents a field-oriented attempt to understand professional development from the teacher's point-of-view. Twenty female teachers from northern Israel were interviewed. Findings are in the areas of meaningful topics of study and teacher profiles. (Author/CH)

Kremer-Hayon, Lya

1987-01-01

136

Integrating Technology Education for Professional Development of Teachers: Developmental Experiences  

Microsoft Academic Search

The deployment of teacher education programmes, especially to upgrade and change teaching practices, has always been a challenge for teacher educators. It is even more challenging when a group of teacher educators from conventional educational practices get together to develop an innovative professional development programme that is aimed at bringing about a paradigm shift in teaching-learning processes. This is especially

Jyoti Bawane

137

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

138

Kindergarten Teachers' Professional Training and Their Social Status in Korea  

ERIC Educational Resources Information Center

This article describes kindergarten teachers' professional training and their social status in Korea. It includes discussions of the historical development of Korea's kindergarten teacher training system and pedagogical methods, the unequal social status of kindergarten teachers, and the implementation of innovative pedagogical practices modeled…

Lee, Guang-Lea; Myers, Donald A.; Kim, Kyoung Jin

2009-01-01

139

Positively Women: Professionalism and Practice in Teaching and Teacher Education.  

ERIC Educational Resources Information Center

This paper seeks to understand recent changes in the professional status of teachers and teacher educators in Europe, discussing the contribution of women to teaching and teacher education and noting that the proportion of women in education professions is not regarded as disadvantageous or problematic. The paper discusses gendered concepts of…

Weiner, Gaby; Kallos, Daniel

140

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.

141

Illinois Occupational Skill Standards. Meeting Professional Cluster.  

ERIC Educational Resources Information Center

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in the meeting professional occupational cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing,…

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

142

A New Image: Online Communities to Facilitate Teacher Professional Development  

Microsoft Academic Search

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners and their recognition that communities may include individuals from local regions and from

Jennifer V. Lock

2006-01-01

143

A New Image: Online Communities to Facilitate Teacher Professional Development  

ERIC Educational Resources Information Center

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners…

Lock, Jennifer V.

2006-01-01

144

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

145

Teacher Internships as Professional Development in Career & Technical Education  

ERIC Educational Resources Information Center

The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development…

Stephens, Geralyn E.

2011-01-01

146

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

147

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

NASA Astrophysics Data System (ADS)

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

Minuskin, Sondra

148

Issues in Field Experience Assessment in Teacher Education in a Standards-Based Context  

ERIC Educational Resources Information Center

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…

Tang, Sylvia Yee Fan

2008-01-01

149

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

ERIC Educational Resources Information Center

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

Molle, Daniella

2010-01-01

150

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned  

NASA Astrophysics Data System (ADS)

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

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

2010-12-01

151

Student Teachers' Professional Identity Formation: Between Being Born as a Teacher and Becoming One  

ERIC Educational Resources Information Center

This article focuses on student teachers' professional identity formation inspired by the tension between two layman points of view namely: being born as a teacher (i.e. based on demographics and personality traits) and becoming a teacher (i.e. based on experience). Besides demographics, personality traits and experience, the teacher preparation…

Schepens, Annemie; Aelterman, Antonia; Vlerick, Peter

2009-01-01

152

Professional Identity Creation: Examining the Development of Beginning Preservice Teachers' Understanding of Their Work as Teachers  

ERIC Educational Resources Information Center

The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their…

Sutherland, Louise; Howard, Sarah; Markauskaite, Lina

2010-01-01

153

Facilitating Teachers' Professional Growth through Action Research.  

ERIC Educational Resources Information Center

Beginning teachers' experiences in university-based teacher preparation are rapidly replaced by the norms and expectations of the school setting and teachers with whom they work. To interrupt this pattern by which new teachers are pulled from the practices they have learned at the university, teachers must be encouraged to reflect about their…

Herndon, Kathleen; Fauske, Janice

154

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

NASA Astrophysics Data System (ADS)

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

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

2014-07-01

155

Stakeholders' views on professional development and supplementing face-to-face teacher education with internet based teacher education  

Microsoft Academic Search

Professional development of teachers takes many forms, all aiming at a long lasting qualitative and considerable change in teachers' approaches to educate themselves. Internet Based Teacher Education (IBTE) is one of the ways of professional development that teachers can use in search of better ways of being informed teachers. IBTE courses might help teachers to take an account of their

Syed Tahir Hussain

2002-01-01

156

A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers  

ERIC Educational Resources Information Center

In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and…

Essig, Dawn

2011-01-01

157

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

158

Implementing Educational Policy Change: implications for teacher professionalism and professional empowerment  

Microsoft Academic Search

Utilising findings of a research study which examined the role of teachers in the process of educational policy change, this paper notes that teachers tend to cast themselves, and are cast by others, in a dependency situation as regards policy interpretation and implementation. In the interests of teacher professionalism and transformative educational change, this paper advocates an emancipatory approach to

Christine Proudford

1998-01-01

159

Professional Development and Teacher Change: The Missing Leadership Link  

NASA Astrophysics Data System (ADS)

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a critical factor missing from current professional development models. School and district leaders play a significant role in the planning and implementation of professional development, as well as providing ongoing leadership to support teacher change. Considering this role, school district leaders are not just a contextual factor, but rather an integral part of the process and should be integrated into and considered part of any professional development model in science education.

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-03-01

160

Analysis of embedding teacher leadership in professional development  

NASA Astrophysics Data System (ADS)

This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect structure which required the participating science teachers to present their own Microcosmos professional development workshop to colleagues subsequent to their receiving instruction at Boston University. A qualitative methodology was used, involving 15 science teachers. The primary data source was semi-structured interviews. Secondary data sources were documents submitted to the program by the teachers and observations of their physical classrooms. The data was examined for evidence of 3 attitudes (acceptance of the program's curriculum and philosophy, an enthusiasm for sharing knowledge, a degree of comfort with the biological content) and 6 behaviors (having self-initiative, having a social personality, being an effective communicator, using community resources, having political savvy, having a desire to learn). There were two major findings. First, after fulfilling the requirement of the NSF grant, 7 of the 9 teachers with no prior experience presenting professional development presented additional professional development to colleagues. The most important attitudes influencing this new capability were: an acceptance of the Microcosmos philosophy and curriculum; and having a degree of comfort with the biological content. The most important behaviors were: having a desire to learn, being an effective communicator, and having self-initiative. Six attributes of the Microcosmos professional development program are described which encouraged this teacher leader role. The second finding was that the 15 science teachers consider the concept of "sharing knowledge with colleagues" to be a major quality of teacher leadership. A new definition of teacher leadership is offered.

Martinez, Joseph Derek

161

Developing and Assessing the Life Challenges Teacher Inventory for Teachers' Professional Growth  

ERIC Educational Resources Information Center

Based on the prerequisite role of teachers' professional development for students' progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students' competencies for life challenges to teachers' professional context by creating a reliable, valid questionnaire based on the three…

Iluz, Shira; Michalsky, Tova; Kramarski, Bracha

2012-01-01

162

Teacher Professional Development: The Needs of TESOL Teachers in the Republic of Niger  

ERIC Educational Resources Information Center

In the last five decades or so, in many parts of the globe, TESOL teacher supervision and professional development have evolved from summative to more formative perspectives and practices. In Niger, past research has done little to examine the state of the current TESOL teacher supervision and professional development. This qualitative study…

Ganda Nabi, Mahamadou

2010-01-01

163

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

164

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

165

The Impact of Continuing Professional Development on a Novice Teacher  

ERIC Educational Resources Information Center

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

Yuen, L. H.

2012-01-01

166

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning  

ERIC Educational Resources Information Center

This study's purpose was to identify the teaching and learning professional development needs of [state] secondary technology teachers. Teachers' perceived level of importance and competence for 35 teaching and learning items were used to calculate mean weighted discrepancy scores (MWDS). Approximately 63% (n = 46) of [state] secondary technology…

Cannon, John G.; Kitchel, Allen; Duncan, Dennis W.; Arnett, Sally E.

2011-01-01

167

Locus of Control and Its Reflection in Teachers' Professional Attributions.  

ERIC Educational Resources Information Center

Investigated possible reflections of teachers' locus of control in their professional attributions in educational situations. Findings based on a random sample of 190 elementary school teachers point to significant differences between high and low scores on the I.E. Scale (Rotter, 1966) in attribution of responsibility in several educational…

Kremer, Lya; Lifmann, Margot

1982-01-01

168

Workplace as Community: Perspectives on Science Teachers' Professional Learning  

ERIC Educational Resources Information Center

This study explores teacher professional learning within the workplace context of a science department community. Workplace learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships of science to the wider community. Implications for establishing sound conditions for teacher workplace…

Melville, Wayne; Wallace, John

2007-01-01

169

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

170

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

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

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

173

Early Education and Professional Choice: Brazilian Teachers' Views  

ERIC Educational Resources Information Center

This qualitative and exploratory research is aimed at investigating the underlying reasons for the professional choice of Brazilian teachers who work within early education. Seventeen teachers (seven from public schools and 10 from private schools) were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided…

Galvão, Afonso; Brasil, Ive

2014-01-01

174

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

175

Distance Learning for Teacher Professional Development in Statistics Education  

ERIC Educational Resources Information Center

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course…

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

176

Lesson Study: Restructuring Teacher Professional Development in the United States  

ERIC Educational Resources Information Center

This study reports how teachers at one suburban elementary school in the United States launched, organized, and structured lesson study, as well as how participants interpreted and perceived the lesson study experience. Additionally, it examines how lesson study supports teachers' professional learning and the development of collaborative…

Buono, Anthony G.

2012-01-01

177

Teachers' Professional Development from the Perspective of Teaching Reflection Levels  

ERIC Educational Resources Information Center

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

Zhao, Mingren

2012-01-01

178

Teachers' Professional Development in Schools: Rhetoric versus Reality  

ERIC Educational Resources Information Center

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

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

2014-01-01

179

Teachers' Professional Knowledge Construction in Assessment for Learning  

ERIC Educational Resources Information Center

This article attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video-recorded in the AfL Project and nine teacher interviews conducted after…

Tang, Sylvia Yee Fan

2010-01-01

180

Uncovering the Professional Lives of Suburban Teachers of Color  

ERIC Educational Resources Information Center

When the author began the present study, she was discouraged to learn that little research exists that captures the professional experiences of teachers of color, particularly in suburban schools. Yet studies about teachers of color in these settings are critical in light of the fact that they comprise only 16.9% of the total teaching force in the…

Lee, Vera J.

2012-01-01

181

Supporting Novice Special Education Teachers through Quality Professional Development  

ERIC Educational Resources Information Center

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

Tate, Mary E.

2013-01-01

182

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

183

Collaboration Sites: Teacher-Centered Professional Development in Mathematics  

ERIC Educational Resources Information Center

This article describes a professional development approach involving inter- and intra-school collaboration-site visits that build teachers' mathematical content knowledge and pedagogical strategies. Teachers collaboratively plan lessons, observe lessons, reflect on the implementation of the lessons, and refine their practice in a collegial,…

West, Lucy; Curcio, Frances R.

2004-01-01

184

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

185

Professional Learning Communities: Teachers' Perceptions and Student Achievement  

ERIC Educational Resources Information Center

Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

Peters, Erica

2013-01-01

186

Teacher Professional Development--The Elaboration of a Concept.  

ERIC Educational Resources Information Center

Proposes a systematic way of defining the concept of professional development and revealing its structure through use of a mapping sentence based on analysis of the concepts of development and profession. The mapping sentence may guide teacher developers in planning programs to suit varying concepts of professional development. (SM)

Kremer-Hayon, Lya

1991-01-01

187

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

188

Online Professional Development for Mathematics Teachers: A Strategic Analysis  

ERIC Educational Resources Information Center

This study presents a strategic review of the current quality and effectiveness of more than 40 online professional development (OPD) sites for teachers of mathematics. The evidence gathered about this relatively new form of professional development was compared with evidence on the quality and effectiveness of traditional face-to-face…

Ginsburg, Alan; Gray, Tracy; Levin, Douglas

2004-01-01

189

Professional Satisfaction of Teachers from Kindergarten. Preliminary Study  

ERIC Educational Resources Information Center

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

Anghelache, Valerica

2014-01-01

190

Teacher Professional Development as Knowledge Building: A Popperian Analysis  

ERIC Educational Resources Information Center

This paper offers an analysis of how six experienced teachers, and two in particular, used portfolios to aid and chart steps in their own professional development. The key finding of the study was that the pattern of growth of professional knowledge conformed strikingly to the central features of the model proposed by the philosopher of science,…

Chitpin, Stephanie; Evers, Colin W.

2005-01-01

191

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

192

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

193

Teacher Study Groups: Toward a Model of Differentiated Professional Development  

ERIC Educational Resources Information Center

While there is extensive research related to the study of high-quality professional development, the research shows that there is limited evidence to indicate that teachers are provided with this type of professional development on a consistent, ongoing basis. The research also suggests that there is a lack of adequate evidence to show that…

Fox-Mallory, Michelle Elizabeth

2011-01-01

194

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

195

Conceptualising teachers' professional learning with Web 2.0  

Microsoft Academic Search

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 features of professional learning and the underlying affordances of

Kevin John Burden

2010-01-01

196

The Tale of Two Virtual Teacher Professional Development Modules  

ERIC Educational Resources Information Center

Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional

Keown, Paul

2009-01-01

197

Promoting Professionalism in Master's Level Teachers through Research Based Writing  

Microsoft Academic Search

Three perspectives on the redesign and implementation of a master's level social studies seminar are offered. Research-based writing was used to build information literacy skills and foster teachers' professionalism. Assessments indicate that students improved research and writing skills, increased their sense of teaching efficacy, and enhanced their professional self-perception.

Paula S. McMillen; Jesus Garcia; David A. Bolin

2010-01-01

198

Professional Development and the Classroom Teacher: Turning Theory into Practice.  

ERIC Educational Resources Information Center

This paper describes a professional development model, which emerged from two projects, that had professional development of teachers as an important component. The first project, Project Lighthouse, was designed to facilitate the inclusion of students with disabilities into general education classrooms. In this project, faculty and staff…

Whitworth, Jerry E.

199

Teachers’ continuing professional development: contested concepts, understandings and models  

Microsoft Academic Search

Teachers’ continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple?lens framework, drawing on three different

Christine Fraser; Aileen Kennedy; Lesley Reid; Stephen Mckinney

2007-01-01

200

Professional Development for Preschool Teachers: Evidence for Practice  

ERIC Educational Resources Information Center

The Technology Enhanced, Research Based Instruction, Assessment, and Professional Development (TRIAD) was developed by Clements and Sarama (2009) in order to support low-income children's mathematical development in the preschool years through professional development for preschool teachers in mathematics. TRIAD includes a classroom component…

Varol, Filiz; Farran, Dale C.; Bilbrey, Carol; Vorhaus, Elizabeth A.; Hofer, Kerry Guess

2012-01-01

201

Teachers' Perceptions of Online Professional Development in Literacy  

ERIC Educational Resources Information Center

This study sought to describe perceptions of teachers regarding the influence of online professional development (oPD) in literacy on their instruction and students' learning. The following features of effective professional development were analyzed: content-focus; collectivity; coherence; duration; and active learning. As well, the study…

Garbe, Amber Yudchitz

2012-01-01

202

Analysis of embedding teacher leadership in professional development  

Microsoft Academic Search

This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect

Joseph Derek Martinez

2000-01-01

203

Ways of promoting the sustainability of mathematics teachersprofessional development  

Microsoft Academic Search

This paper deals with the sustainable effectiveness of professional development programmes. Based on a review of literature\\u000a and research findings, the following questions are raised: What is regarded as an effective way of promoting mathematics teachers’\\u000a sustainable professional development? Which levels of impacts are aimed at? What are the factors promoting the effectiveness\\u000a of professional development programmes? Regarding these questions,

Stefan Zehetmeier; Konrad Krainer

204

The Teacher's Professional Thinking As a Value.  

ERIC Educational Resources Information Center

Summarizes a survey of over 500 teachers throughout four regions of Russia. Discovers that most teachers feel their skills and development are lacking, particularly in the areas of innovative teaching methods. Outlines a system of steps and goals to be implemented throughout teacher education to rectify this deficiency. (MJP)

Orlov, A. A.

1997-01-01

205

Rethinking Professional Development for Elementary Mathematics Teachers  

ERIC Educational Resources Information Center

Researchers have found that despite reformers' best efforts, teachers' mathematics classroom practice remains largely unchanged--in part because teachers hold fast to their own mathematics understandings, attitudes, and experiences. In particular, in the last decade, elementary mathematics teachers have found themselves balancing a number of…

Walker, Erica N.

2007-01-01

206

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

207

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

ERIC Educational Resources Information Center

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

Hezel Associates (NJ1), 2007

2007-01-01

208

Evidentiary Standards for Consensus Standards in Teacher Education  

ERIC Educational Resources Information Center

The standards that currently define a quality teacher or teacher education program derive their authority from the consensus of experts, who negotiate and craft statements that codify their views of best practice. In education, these consensus statements are rarely rooted in the field's established scholarship (as is the case for many standards in…

Murray, Frank B.

2011-01-01

209

Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?  

ERIC Educational Resources Information Center

We examine the impact of teacher professional development on a key aspect of teacher quality--teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that…

Goldschmidt, Pete; Phelps, Geoffrey

2010-01-01

210

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

NASA Astrophysics Data System (ADS)

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

Hathcock, Stephanie J.

211

Examining How Learner-Centered Professional Development Influences Teachers' Espoused and Enacted Practices  

ERIC Educational Resources Information Center

Prior professional development studies have identified discrepancies between what teachers' report (espoused practices) and demonstrate (enacted practices) during classroom teaching. This has proven particularly evident in studies examining classroom implementation of standards-based practices such as learner-centered instruction. The authors…

Polly, Drew; Hannafin, Michael J.

2011-01-01

212

Testing the Basic Competencies of Teacher Education Candidates with the Pre-Professional Skills Tests (PPST).  

ERIC Educational Resources Information Center

The Pre-Professional Skills Tests (PPST), was developed at Educational Testing Service at the request of the National Teachers Examination Policy Council. The battery of three tests is designed to provide objective, standardized measures of basic proficiency in reading, mathematics, and writing. The steps in the test development process of this…

Goodison, Marlene

213

Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education  

ERIC Educational Resources Information Center

The diversity and complexity of the post-modern era places new and important challenges on teacher education. The crucial role that personal dispositions have for professional learning needs to be better understood and acknowledged. Teacher training programmes need to focus more on objectives such as promoting conflict literacy, self-awareness,…

Malm, Birgitte

2009-01-01

214

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

NASA Astrophysics Data System (ADS)

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

Printy, Susan M.

215

Planning Teachers' Professional Development for Global Education  

ERIC Educational Resources Information Center

Group consultation was used with educators at different stages of their careers as an innovative research tool in the development of both pre- and in-service teacher training for world citizenship education. The themes identified by the teachers were quite broad, and included the need for more educational philosophy, varied educational methodology…

Tuomi, Margaret Trotta

2004-01-01

216

Professional Judgment and Dispositions in Teacher Education  

ERIC Educational Resources Information Center

The word "dispositions" has suddenly emerged in the lexicon of teacher educators in the United States of America, and around the globe as found in publications such as "The International Journal of Diversity in Organizations, Communities and Nations and the Journal of the International Society for Teacher Education". However, it is clear from the…

Dottin, Erskine S.

2009-01-01

217

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

218

Professional Development and How Teachers Learn: Developing Expert Science Teachers  

NSDL National Science Digital Library

Groundbreaking research on learning and cognition has produced many new insights into how people learn. These findings conclusively dispel the idea that short-term and isolated learning experiences can produce powerful learning. This is especially true for teacher learning, given the complexity of teaching and the multifaceted role expert teachers must play. Teacher learning programs must become more collegial, in-depth, and longer in duration and must be tailored to the experience levels of the learners, be they novice or expert teachers.

Katherine E. Stiles

2002-01-01

219

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

220

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

221

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

222

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

NASA Astrophysics Data System (ADS)

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

Higgins, Tara Eileen

223

Indiana High School Science Teachers' Views of Standards and Accountability: \\  

Microsoft Academic Search

This study investigates how secondary science teachers regard state science standards, modify curricula according to standards, and characterize impacts of standards on students and teachers. Standards-based instruction has permeated the educational system within the U.S. Individual classroom teachers bear the ultimate responsibility for implementing the ideals of reform associated with the standards. As such, teachers' views of and experiences with

Lisa A. Donnelly; Troy D. Sadler

2008-01-01

224

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.

225

Synergy Education Press: Tools for Teachers' Professional Development  

Microsoft Academic Search

Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based products to help elementary math and science teachers develop deeper understandings of how children think about core math and science ideas (e.g., measurement, spatial reasoning, or inquiry-based

Jeffrey Horvath; Richard Lehrer; Anthony Petrosino

226

The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices  

NASA Astrophysics Data System (ADS)

With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.

Cavedon, Carolina Christmann

227

Factors that Influence Student Teacher's Interest to Achieve Educational Technology Standards  

ERIC Educational Resources Information Center

Bearing in mind the importance of a transition from teacher-centred, lecture-based teaching to student-centred, technology-based learning, this study examined teachers' interest to achieve educational technology standards ("Interest") in terms of their computer attitude ("Attitude"), computer experience ("Experience") and the professional support…

Kadijevich, Dj.; Haapasalo, Lenni

2008-01-01

228

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

229

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

ERIC Educational Resources Information Center

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

Lynch, Raymond; Hennessy, Jennifer; Gleeson, Jim

2013-01-01

230

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

231

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

232

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts  

ERIC Educational Resources Information Center

This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design…

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

2012-01-01

233

Teacher Research in Secondary Education: Effects on Teachers' Professional and School Development, and Issues of Quality  

ERIC Educational Resources Information Center

This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and knowledge construction. We found evidence of professional development, mainly at the level of the…

Meijer, Paulien C.; Oolbekkink, Helma W.; Meirink, Jacobiene A.; Lockhorst, Ditte

2013-01-01

234

Teacher Professional Knowledge as Perceived by Student-Teachers and Their Supervisors.  

ERIC Educational Resources Information Center

Interviews were conducted with 20 student-teachers and four of their supervisors to assess the subjects' perceptions of professional knowledge. Results indicate that: (1) professional knowledge covered both cognitive and affective descriptors; (2) the two groups share many common perceptions; and (3) findings agree with those in the literature.…

Kremer-Hayon, Lya

1989-01-01

235

Preschool Teachers' and Student Preschool Teachers' Thoughts about Professionalism in Sweden  

ERIC Educational Resources Information Center

This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for…

Kuisma, Marja; Sandberg, Anette

2008-01-01

236

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

237

From Learning to Research: Developing a Hybrid Teacher Professional Development Model  

NASA Astrophysics Data System (ADS)

In conjunction with The GLOBE Program's Student Climate Research Campaign, the From Learning to Research (L2R) project seeks to develop a successful model for student-teacher-scientist interaction and collaboration using 21st century technologies. The culminating event for each year of the project is the GLOBE Virtual Student Conference, which is held in May. At the conference, students present their locally relevant climate projects. To get to this final event, teachers participate in hybrid professional development including a weeklong summer professional development institute followed by twice monthly webinars. The weeklong professional development institute focused on project-based learning, Next Generation Science Standards, climate and climate change education, dealing with climate change misconceptions and controversies, and 21st century skills. Webinars included career talks by professionals in a variety of STEM careers, teacher updates on the climate projects, and science, technology, or education information. Now over halfway into the second year of the project, this presentation will highlight strategies and successes in developing this professional development model. 75 GLOBE-trained teachers (30 the first year, 45 the second year) from 22 US states and Puerto Rico have participated in the From Learning to Research project. The teachers represent a wide diversity of populations, including schools ranging from extremely rural to inner city and low-income public schools to Ivy League prep private schools. Regardless of the location, students and teachers were able to collaborate with other schools and scientists to study their local climates. The GLOBE Program (www.globe.gov) is an international K-12 science and education program, engaging teachers and their students in an exploration of the environment. Using scientific protocols, students collect environmental data in their community, asking questions, developing scientific projects, and ultimately gaining a better understanding of their world. GLOBE has been implemented at over 25,000 schools in over 110 countries since 1995.

Malmberg, J. S.; Odell, M. R.; Hoadley, C.; Sumner, T.; Maull, K.; Dibie, O.; Sundberg, C.; Kennedy, T.; Andersen, T.; Mackaro, J.; Randolph, J. G.; Tessendorf, S. A.; Wegner, K.

2012-12-01

238

Exploring the Complexity of Teacher Professional Identity  

ERIC Educational Resources Information Center

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

Hsieh, Betina Yuan-Cheng

2010-01-01

239

Novice Teachers Need Real Professional Development  

ERIC Educational Resources Information Center

When teachers start their first positions, they enter schools armed with what they believe are the most important elements of teaching: lesson plans, teaching strategies, good classroom management, and effective instruction and assessment. They usually feel confident about their content area knowledge and believe that if they follow the…

Darvin, Jacqueline

2012-01-01

240

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

241

Differentiated Instruction, Professional Development, and Teacher Efficacy  

ERIC Educational Resources Information Center

Teachers often struggle to provide all students access to specific learning activities that work best for them--and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a…

Dixon, Felicia A.; Yssel, Nina; McConnell, John M.; Hardin, Travis

2014-01-01

242

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

243

Teacher Preparation Goes Accountable: The Professional Education Database.  

ERIC Educational Resources Information Center

Within the current climate of accountability to the public and government sectors, universities must provide clear, compelling evidence of the effectiveness of their teacher preparation programs. To accomplish this, one state university designed and piloted a Professional Education Database (PED) system to document outcomes and provide a basis for…

Seider, Susan N.; Nemr, Georgette

244

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

245

Union Learning Representatives: Facilitating Professional Development for Scottish Teachers  

ERIC Educational Resources Information Center

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

Alexandrou, Alex; O'Brien, Jim

2007-01-01

246

Constructing Professional Identities: Montessori Teachers' Voices and Visions  

ERIC Educational Resources Information Center

In this study, occupational life histories of Montessori teachers in Sweden have been constructed in collaboration with a group of them. Data exploration and analysis have included journals, interviews, written reflections and conversations. Of interest has been to shed light on underlying values, ways in which professional roles reflect personal…

Malm, Birgitte

2004-01-01

247

Teachers' Perceptions of Their USI Professional Development Experiences.  

ERIC Educational Resources Information Center

The perceptions of teachers who have participated in professional development experiences provided by the Urban Systemic Initiative in four sites (Miami, Florida; Chicago, Illinois; El Pas, Texas; Memphis, Tennessee) were studied. Focus groups were conducted at each of the 47 schools across the 4 sites. Focus groups usually consisted of the five…

Kersiant, Gladis; Borman, Kathryn; Boydston, Theodore; Sadler, Troy

248

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

249

Orientations to Science Teacher Professional Development: An Exploratory Study  

ERIC Educational Resources Information Center

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

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

2010-01-01

250

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

251

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

252

Learning Journeys: Student Teacher Stories of Professional Formation  

ERIC Educational Resources Information Center

In this paper we describe findings from a research project in the South West of England that enquired into the impact of the changing requirements of programmes leading to teaching qualifications in the FE sector. We utilise the metaphor of "learning journey" as a heuristic to discuss the professional formation of student teachers in…

Tedder, Michael; Lawy, Robert

2013-01-01

253

The Professional Identity of English Teachers in the Secondary School  

ERIC Educational Resources Information Center

The paper reports on a research study investigating the professional identity of English teachers in the secondary school in the UK, and the effects of their subject philosophies and their conceptions of learning on their teaching. The various and often competing definitions of the subject have a long history, and a number of factors have been…

Findlay, Kate

2010-01-01

254

Professional Role Orientation of Women Administrators and Women Teachers  

ERIC Educational Resources Information Center

The professional role orientation of women teachers and women administrators is compared with a limited number of variables. (Available from the Department of Educational Administration, The University of Alberta, Edmonton, Canada T6G 2G5; $4.00 annually.) (MLF)

Nixon, Mary; Gue, L. R.

1975-01-01

255

Elementary Teachers' Perceptions of Professional Learning Communities  

ERIC Educational Resources Information Center

This study presents the results of a social constructivist mixed methods investigation into the perceptions and experiences of elementary teachers participating in professional learning communities (PLCs). In order to better understand the dynamics involved in PLCs, this research used a team development model from human resources literature. Of…

Gamez, Octavio

2012-01-01

256

Impact of Professional Development on Teacher Practice: Uncovering Connections  

ERIC Educational Resources Information Center

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys,…

Buczynski, Sandy; Hansen, C. Bobbi

2010-01-01

257

English Language Teachers' Perceptions of Professional Teaching  

ERIC Educational Resources Information Center

During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

Oder, Tuuli

2014-01-01

258

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

259

A Chinese Teacher's Perspective on Professional Development in Literacy Education  

ERIC Educational Resources Information Center

This paper presents the teaching and learning experiences of a Chinese literacy teacher in narrative form. The participant's story is presented in his own voice, as constructed from interview transcripts. Challenges and struggles faced by the participant include limited professional autonomy in a hierarchal school system, awareness of conflict…

Syed, Khalida Tanvir

2008-01-01

260

Characteristics of effective professional development for early career science teachers  

Microsoft Academic Search

The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations

Shirley Simon; Sandra Campbell; Sally Johnson; Fani Stylianidou

2011-01-01

261

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

262

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

Microsoft Academic Search

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. Data were collected from core academic sixth, seventh, and eighth grade teachers using a professional development survey, teacher interviews, and a review of school documents. Results demonstrated that professional learning community

Parry Graham

2007-01-01

263

The Relationship between Professional Development of Teachers and Student Time-On-Task.  

ERIC Educational Resources Information Center

A study examined (1) whether students whose teachers possess a higher level of professional development exhibit greater time-on-task in reading than students whose teachers exhibit a lower level of professional development, and (2) if any specific aspects of teachers' professional development were related to a significantly greater amount of…

Lisi, Peter Waterman

264

Mathematics Teacher Professional Development in and through Internet Use: Reflections on an Ethnographic Study  

ERIC Educational Resources Information Center

This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was…

Patahuddin, Sitti Maesuri

2013-01-01

265

Teacher Preparation: Assessing Teacher Quality, Administrative Support, Standards-Based Teacher Preparation.  

ERIC Educational Resources Information Center

This collection of papers focuses on the preparation of teachers by university-based education programs. The papers are: "The STEPS That Support P-12 Learning and Achievement" (Diana Rigden), which describes the Standards-based Teacher Education Project (STEP) for improving student learning; "The Responsibility for Assessing Beginning Teachers"…

Poliakoff, Anne Rogers, Ed.

2002-01-01

266

Elementary School Teachers' Attitudes toward Professional Development: A Grounded Theory Study  

ERIC Educational Resources Information Center

Elementary teachers' attitudes toward professional development and ways to increase teachers' participation in professional development were explored in this qualitative, grounded theory. The researcher conducted five focus groups comprised of elementary classroom teachers, special area teachers, and Instructional Facilitators. Data from the focus…

Fielder, Amy

2010-01-01

267

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

268

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

269

Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development  

Microsoft Academic Search

Engaging teachers in discussing and analyzing problems of practice has great potential for teacher professional development, yet little is known about how to facilitate such discussion. This study examined the strategies that experienced facilitators used to promote productive discussion among science teachers. Participants were 6 facilitators and 35 in-service teachers who participated in a professional development program that adopted a

Meilan Zhang; Mary Lundeberg; Jan Eberhardt

2011-01-01

270

The Challenge of Foreign Language Teacher Preparation: Addressing State Teacher Standards.  

ERIC Educational Resources Information Center

Points out differences faced by foreign language teachers in reconciling generic state teacher standards with specific foreign language teaching needs. Uses four examples from Rhode Island's beginning teacher standards to highlight some key foreign language teaching issues. (SR)

Sullivan, JoAnn Hammadou

2001-01-01

271

A qualitative analysis of exemplary elementary science teachers' use and practice of the National Science Education Teaching Standards  

Microsoft Academic Search

The dissertation's purpose was to document and discuss what 10 elementary science teachers, deemed exemplary by administrators, do in the science classroom to reflect the National Science Education Teaching Standards. To make implications for teacher education this report also explored these teachers' science professional development backgrounds. A qualitative triangulated approach of surveys, interviews and observations was used to document actualities,

Margaret Evans Pittman

2000-01-01

272

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

2007-12-01

273

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

274

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

NASA Astrophysics Data System (ADS)

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

Watters, James J.; Diezmann, Carmel M.

2015-03-01

275

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

NASA Astrophysics Data System (ADS)

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

Watters, James J.; Diezmann, Carmel M.

2015-02-01

276

From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics  

ERIC Educational Resources Information Center

In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered…

Rimbey, Kimberly A.

2013-01-01

277

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.

278

Student Performance Standards and Queensland Teacher Education.  

ERIC Educational Resources Information Center

This paper considers the implementation of Student Performance Standards (SPS) in Queensland, Australia, and their implications for teacher education. Student testing procedures in various Australian states and territories are described. A theoretical framework, grounded in Australian educational history, is elaborated for understanding the…

Wake, Andrew; Danaher, Patrick

279

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

280

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

2011-12-01

281

Model Standards in Science for Beginning Teacher Licensing and Development: A Resource for State Dialogue.  

ERIC Educational Resources Information Center

This document explains the 10 principals of science standards identified as the dimensions for masterful teaching by the National Board for Professional Teaching Standards (NBPTS) which aim to provide a better understanding of educational policy and practice to teachers. Contents include: (1) "Principle 1: Content Knowledge"; (2) "Principle 2:…

Council of Chief State School Officers, Washington, DC.

282

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

283

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

ERIC Educational Resources Information Center

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

Hadar, Linor L.; Brody, David L.

2013-01-01

284

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

285

Exploring the Professional Role Identities of Experienced ESL Teachers through Reflective Practice  

ERIC Educational Resources Information Center

Over their careers teachers tacitly construct and reconstruct a conceptual sense of who they are (their self-image) and what they do (their professional role identity). Teacher role identity includes teacher beliefs, values, and emotions about many aspects of teaching and being a teacher. Reflecting on teacher role identity allows language…

Farrell, Thomas S. C.

2011-01-01

286

Improving Science and Mathematics Instruction: The SINUS Project as an Example for Reform as Teacher Professional Development  

ERIC Educational Resources Information Center

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…

Ostermeier, Christian; Prenzel, Manfred; Duit, Reinders

2010-01-01

287

Special Education Professional Standards: Need, Value, and Use.  

ERIC Educational Resources Information Center

The author explains the importance to the field and to exceptional children of the Code of Ethics, Standards for Professional Practice, and Standards for the preparation of Special Education Personnel, recently adopted by The Council for Exception Children. (MC)

Heller, Harold W.

1983-01-01

288

"What's the Sign for 'Catch 22'?": Barriers to Professional Formation for Deaf Teachers of British Sign Language in the Further Education Sector  

ERIC Educational Resources Information Center

In 2007, Qualified Teacher Learning and Skills standards (QTLS) were introduced for all teachers working in UK further education institutions, with the expressed aim of improving professional standards within the sector. British Sign Language (BSL) teaching is largely delivered by deaf native signers through evening classes at local FE colleges,…

Barnes, Lynne; Atherton, Martin

2015-01-01

289

Reconstructing the Teacher as a Post Secular Pedagogue: A Consideration of the New Teachers' Standards  

ERIC Educational Resources Information Center

The new Teachers' Standards draw upon the Prevent Strategy in foregrounding the upholding of "fundamental British values" as a central tenet in teacher work. This article explores the relationship between values, religion and Standards in teacher work. A consideration of the new Standards gives rise to the notion of teacher as cultural custodian,…

Bryan, Hazel

2012-01-01

290

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

291

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

ERIC Educational Resources Information Center

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

Mushayikwa, Emmanuel

2013-01-01

292

The influence of science education professional development on African-American science teachers' conceptual change and practice  

NASA Astrophysics Data System (ADS)

Conceptual change teaching as a professional development model has moved elementary science teaching beyond lecturing and the memorization of facts to science instruction congruent with the National Science Education Standards (National Research Council, 1996). However, research on the effectiveness of conceptual change teaching reveals some of its limitations. Specifically, little is known about the influence of conceptual change teaching on African American teachers' science pedagogy with African American students. This study employed case study methodology to explore the influence of science education professional development based on the conceptual change model of teaching on teachers with varying levels of science education experiences, science content knowledge, teaching experience, and leadership experience. The study addresses the following questions: (1) How do African American teachers describe the influence of a science education professional development program (Elementary Science Education Partners, ESEP) on their teaching of science to African American students? (2) How do African American teachers describe their beliefs about conceptual change teaching after participating in the ESEP program? (3) Is there a relationship between self-reported conceptual change teaching practices and actual classroom practices? and (4) Is there a relationship between self-reported changes in conceptual change teaching practices and the content of the ESEP professional development institutes? Data were obtained from classroom observations and semi-structured interviews with seven African American educators teaching in an urban school district. Findings from the study indicate that African American teachers who participated in a science education professional development program incorporated several tenets of conceptual change teaching in their science instruction. These included the use of recall questions, hands-on activities, and collaborative groups. This study also revealed that African American teachers used their knowledge of African American students' cultural experiences to teach science. The African American teachers used culturally specific analogies, praise, and motivation in ways that extended beyond their professional development training. The findings of this study have implications in educational curricula, teacher professional development, and science classroom practices.

Tucker Blackman, Angelicque

293

Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background  

ERIC Educational Resources Information Center

growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering…

Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun

2013-01-01

294

Partnership Learning: An Imperative for the Continuing Professional Development of Primary School Teachers in Nigeria  

ERIC Educational Resources Information Center

Emphasis has been on in-service training of primary school teachers in Nigeria with low laid down practises of continued professional development of teachers. This paper submits that there is need for school based professional development programmes for primary school teachers in Nigeria if they are to remain effective.

Ushie, Beshel Cee

2009-01-01

295

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

296

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

ERIC Educational Resources Information Center

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

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

2013-01-01

297

Supporting Teachers as Researchers (STAR): A Model for Sustainable Professional Learning  

ERIC Educational Resources Information Center

Supporting Teachers as Action Researchers (STAR) explores how school improvement initiatives may be sustained over time. It represents stage one of a broader investigation into how teachers' professional learning may be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change from within…

Blackley, Josephine; Wells, Muriel

2009-01-01

298

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

299

Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement  

ERIC Educational Resources Information Center

The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan…

Kassner, Laura

2014-01-01

300

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

301

Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers  

ERIC Educational Resources Information Center

Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and…

Akiba, Motoko

2012-01-01

302

Development of Greek-Cypriot Teachers' Professional Identities: Is There a "Sense" of Growth?  

ERIC Educational Resources Information Center

In an effort to explore Greek-Cypriot teachers' development of professional identities, the current study reveals the ways in which seven teachers in one primary school in Cyprus perceive themselves as agents improving their teaching and growing as professionals. In-depth interviews indicate that teachers' conceptions of good teaching reflect a…

Karagiorgi, Yiasemina

2012-01-01

303

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

304

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

305

Professional Development School Trade-Offs in Teacher Preparation and Renewal.  

ERIC Educational Resources Information Center

Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys…

Sandholtz, Judith Haymore; Dadlez, Shannon Husted

2000-01-01

306

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

ERIC Educational Resources Information Center

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

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

307

DEPTH2: Developing Professional Knowledge in D&T Secondary Initial Teacher Education  

ERIC Educational Resources Information Center

There are various aspects to teachers' professional knowledge, some such as subject knowledge are more easy to articulate than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various aspects of teachers' professional knowledge in order to be able to help themselves reflect on and…

Owen-Jackson, Gwyneth

2008-01-01

308

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

ERIC Educational Resources Information Center

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

Pedder, David; Opfer, V. Darleen

2013-01-01

309

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

310

From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators  

ERIC Educational Resources Information Center

Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled on a professional development community focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process…

Hadar, Linor; Brody, David

2010-01-01

311

Enabling/Disabling English Teachers' Identities as Innovative Professionals  

ERIC Educational Resources Information Center

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

Kempe, Elspeth; Reed, Yvonne

2014-01-01

312

Fostering Teacher Learning in Systemic Reform: A Design Proposal for Developing Professional Development  

Microsoft Academic Search

The Center for Learning Technologies in Urban Schools (LeTUS) is implementing a professional development program for science teachers to enact science curricula in a systemic reform initiative. This paper proposes a design approach for professional development in science education as a valuable way to re-conceptualize the process of fostering teacher learning. The paper presents an argument that professional development in

Barry Fishman; Steven Best; Jacob Foster; Ron Marx

2000-01-01

313

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

ERIC Educational Resources Information Center

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

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

2013-01-01

314

Teacher Perceptions of Professional Development Required by the Wisconsin Quality Educator Initiative, PI 34  

ERIC Educational Resources Information Center

Existing research has shown an association between teachers' professional growth and student success. However, there is a lack of information on the mandated professional development linked to Wisconsin teacher licensure requirements. The purpose of this study was to examine the phenomenon of self-directed professional development and its…

Sixel, Deborah Marie

2013-01-01

315

A Metaphorical Analysis of Professional Development Conferences with Teachers: Implications for Evaluating Statewide Teacher Assessment Initiatives.  

ERIC Educational Resources Information Center

This study of educator interviews and conferences required by the Louisiana teacher certification program (Louisiana System for Teaching and Learning Assessment and Review (STAR)) is grounded in the supposition that metaphors infuse educators' everyday professional interactions. Of particular interest were: the nature of the various conference…

Claudet, Joseph G.; And Others

316

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

317

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

318

Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development  

Microsoft Academic Search

This study explores how activities developed by science experts in partnership with middle school teachers were employed and\\u000a interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new\\u000a ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice\\u000a by providing a program

Randy Yerrick; Danielle Beatty-Adler

2011-01-01

319

Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development  

E-print Network

and National Aeronautics and Space Administration (NASA) provided teachers with an online Science, Technology, Engineering and Mathematics (STEM) PD course called MicroGX. A thorough analyses of data from two surveys, observations, and documents were used...

Keil, Matthew James

2014-04-09

320

A Framework of Teacher Knowledge and Skills Necessary in a Standards-Based System: Lessons from High School and University Faculty.  

ERIC Educational Resources Information Center

The Standards-based Education Project (STEP) was conducted as part of the Eisenhower Initial Teacher Professional Development Program in Oregon, under the Proficiency-based Admissions Standards System (PASS). STEP focused on the development of a framework of teacher knowledge, skills, and materials for pre-service and practicing teachers. High…

Tell, Christine A.; Bodone, Francoise M.; Addie, Karen L.

321

Politics, Policy and Professional Identity  

ERIC Educational Resources Information Center

Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standards-based reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in…

Bodman, Sue; Taylor, Susan; Morris, Helen

2012-01-01

322

Chinese Teachers' Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context  

ERIC Educational Resources Information Center

This paper presents a qualitative study of immigrant Chinese teachers' professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon…

Wang, Li; Du, Xiangyun

2014-01-01

323

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

ERIC Educational Resources Information Center

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

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

2013-01-01

324

Teachers' Use of New Standards, Frameworks, and Assessments: Local Cases of NYS Elementary Grade Teachers.  

ERIC Educational Resources Information Center

Investigates how primary teachers in four upstate New York districts used the state standards in a summer cross-district curriculum development institute. Interprets teachers' perceptions of the standards and describes the teachers' curriculum projects in light of the four district contexts in which the teachers worked. Illustrates the influence…

Ward, Naomi; Goatley, Virginia; Machado, Vanessa

2002-01-01

325

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

326

Design and validation of a standards-based science teacher efficacy instrument  

NASA Astrophysics Data System (ADS)

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.

Kerr, Patricia Reda

327

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

328

Empowering teachers to facilitate classroom mathematical discourse through participation in a professional book club  

Microsoft Academic Search

This study considers literacy-focused teachers as they participate in a mathematically-focused professional book club. Literacy-focused elementary teachers may select literacy-based professional development activities that serve a catalytic function. By offering mathematical professional development activities in a format familiar to literacy-focused teachers, an educative function was served. ^ Sociocultural theory is the theoretical framework for this study; the Vygotsky Space is

Melissa M Colonis

2011-01-01

329

Self-directed professional development – Hope for teachers working in deprived environments?  

Microsoft Academic Search

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

Emmanuel Mushayikwa; Fred Lubben

2009-01-01

330

From Caterpillar to Butterfly: A Mathematics Teacher's Struggle To Grow Professionally.  

ERIC Educational Resources Information Center

Describes a mathematics teacher's experience and change from a traditional behaviorist dispenser of knowledge to a constructivist facilitator of meaning during professional development. Compares the stages of teacher development metaphorically to the stages of a butterfly. Contains 11 references. (ASK)

Lawson, Doris P.

1997-01-01

331

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

ERIC Educational Resources Information Center

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

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

2010-01-01

332

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

333

What It Takes To Be a Teacher: The Role of Personal and Professional Development.  

ERIC Educational Resources Information Center

This collection of papers focuses on teachers' personal and professional development, showing what teachers' learning, hopes, desires, struggles, and instruction look and feel like from inside the lives of effective teachers and in their classrooms. Topics include the types of resources and experiences effective teachers use, how these resources…

Freppon, Penny A.

334

Beliefs about Teaching Science: The Relationship between Elementary Teachers' Participation in Professional Development and Student Achievement  

ERIC Educational Resources Information Center

Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student…

Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana

2012-01-01

335

Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course  

ERIC Educational Resources Information Center

Using critical constructivism as the theoretical lens, the researcher used action research to systematically examine the experience of PreK-12 teachers in his district-based teacher research professional development course, while also examining his development as a teacher educator. The results of this study showed that the teachers made progress…

Martell, Christopher C.

2014-01-01

336

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

337

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

338

Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?  

ERIC Educational Resources Information Center

Providing effective feedback through teacher evaluation is a complex task for the school leader. Many authors state that teacher evaluation does not contribute to teachers' professional learning. Few studies focus on the specific leadership variables that contribute to effective teacher evaluation. This study explores the importance of…

Tuytens, Melissa; Devos, Geert

2011-01-01

339

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

E-print Network

and behaviors. We approach our work in a professional manner: · I will model integrity by being honest will strive to be helpful in every situation. · I will demonstrate and encourage positive behaviors. We alwaysOU Medicine Standards of Excellence PROFESSIONALISM - CARING - COMMUNICATION - QUALITY - INNOVATION

Oklahoma, University of

340

Standards for Reporting Mathematics Professional Development in Research Studies  

ERIC Educational Resources Information Center

This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

Sztajn, Paola

2011-01-01

341

Professional Identity and the CORE Standards  

ERIC Educational Resources Information Center

The historical evolution of the rehabilitation profession is addressed, and current issues facing rehabilitation educators and professionals are identified. Clearly, both our practice environments and our consumers are continuously evolving and becoming more diverse. Simultaneously, a need exists to be seen as a stable, unified profession.…

Benshoff, John J.; Robertson, Stacia; Davis, Sharon J.; Koch, D. Shane

2008-01-01

342

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

343

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

ERIC Educational Resources Information Center

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

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

2014-01-01

344

Relationship of Online Teacher Professional Development to Seventh-Grade Teachers' and Students' Knowledge and Practices in English Language Arts  

ERIC Educational Resources Information Center

Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This…

de Kramer, Raquel Magidin; Masters, Jessica; O'Dwyer, Laura M.; Dash, Sheralyn; Russell, Michael

2012-01-01

345

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

346

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

PubMed Central

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

Kraft, Matthew A.; Papay, John P.

2014-01-01

347

Forging Ahead! Teachers Reflect on the Early Adopter Program to Implement the Common Core State Standards  

ERIC Educational Resources Information Center

This "water cooler" column features e-mail conversations between Erin Koning and three teachers--Beth, Jenna, and Patrice--and is a reflection of their participation in a Chicago Public School (CPS), professional development series designed to support the implementation of the Common Core State Standards (CCSS) in grades K-12. At the…

Koning, Erin; Houghtby, Beth; Izard, Patrice; Schuler, Jennifer

2014-01-01

348

Undergraduate Degree Awards in Teacher Education: Constant Standards in a Changing Context.  

ERIC Educational Resources Information Center

Issues in setting academic standards for students in the United Kingdom's university honors curricula are discussed, particularly as they are affected by recent changes in education such as modularization of courses, distance education, and the widening range of skills covered in courses. Some issues are specific to teacher and professional

Sharp, Stephen

1996-01-01

349

75 FR 60616 - Commission Guidance Regarding Auditing, Attestation, and Related Professional Practice Standards...  

Federal Register 2010, 2011, 2012, 2013, 2014

...Attestation, and Related Professional Practice Standards Related...attestation, and related professional practice standards governing...attestation, quality control, ethics, and independence standards...GAAS (including related professional practice...

2010-10-01

350

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

351

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

NASA Astrophysics Data System (ADS)

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

Patahuddin, Sitti Maesuri

2013-12-01

352

Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning  

ERIC Educational Resources Information Center

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based…

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-01-01

353

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.

354

Tales from the Dark Side: Teacher Professional Development , Support , Activities, Student Research & Presentations  

NASA Astrophysics Data System (ADS)

In a partnership last Spring with Arizona Public Service, the National Optical Astronomy Observatory (NOAO) created the 'Dark-Skies Energy Education Program: Energy Awareness for a Sustainable Future'. In this program, experienced science and technology education specialists from NOAO led 2 one-day professional development workshops for thirteen 6th grade teachers on dark skies and energy education. The workshops focused on three foundational, scaffolding activities and a final student research project. This in turn culminated in a Family Science Night where students presented their projects. In between these events, our NOAO team provided support for teachers through real-time video conferencing using FaceTime. In addition to the professional development, each teacher received a kit full of resource materials to perform the activities and research project. The kit was at no cost to the teacher, school, or district. Each kit contained the latest version of a tablet, which was used to facilitate communication and support for the teachers, as well as provide all the program's written teaching materials. The activities are in accordance with state, Common Core and Next Generation Science Standards. Our NOAO instructors gave firsthand experiences on how best to use these materials in a classroom or public setting. They also discussed opportunities on how they can incorporate, adapt and expand upon the activities and research projects in the classroom. Evaluation reports from the program's independent evaluator showed that the students enjoyed learning from the three foundational activities and research projects. The project presentations by the Yuma students were outstanding in their creativity, level of effort, and scientific accuracy. To summarize the evaluations, significant changes in knowledge and attitude were made with the teachers and students (from one-on-one interviews and surveys), but behavioral changes (albeit only over a semester) seemed minimal. The AGU ED session presentation will focus on the program logistics and outcomes as well as lessons learned. The Dark Skies and Energy Education Kit

Walker, C. E.; Pompea, S. M.

2013-12-01

355

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

356

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

357

Language Teachers' Attitudes, Beliefs, Professional Knowledge, and Views on Professional Development: An Exploratory Study at a Preschool TEFL Setting  

ERIC Educational Resources Information Center

This article reports on an exploratory study of English as a foreign language (EFL) teachers' attitudes, beliefs, and professional knowledge about teaching EFL (TEFL) in a preschool setting in China. The investigation is structured on a two-dimensional grid based on Calderhead's (1996) categorisation of teachers' attitudes and beliefs and…

Lin, Zheng

2013-01-01

358

Teachers' Professional Identity, Educational Change and Neo-Liberal Pressures on Education in Hong Kong  

ERIC Educational Resources Information Center

Education reforms underpinned by neo-liberal values have been criticised for bringing an adverse impact on teachers' professional identity. This article presents a qualitative study of teachers' professional identity in three historical periods in Hong Kong: Phase 1: 1965-84; Phase 2: 1984-97; and Phase 3: the post-1997 period. By juxtaposing the…

Tang, Sylvia Yee Fan

2011-01-01

359

Underpinnings of Teachers' Professional Development--A New Conceptualization of Field Experience  

ERIC Educational Resources Information Center

Many researchers have addressed the professional development of teachers and the importance of the field experience component in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers' professional development and stages of effectiveness have been noted. Conceptual models of Field…

Ling, Li Yuen

2003-01-01

360

The Good Teacher in Neo-Liberal Risk Society: A Foucaultian Examination of Professional Growth Plans  

Microsoft Academic Search

This article adopts Foucault's concept of pastoral power to explore implications of professional growth plans in the constitution of teachers' knowledge, identities and practice. By extension, the article studies the production of particular norms of the 'good teacher' internalised and self-regulated through technologies of self deployed through professional growth plans. These norms are argued to embed values of individualism, technicism,

Tara J. Fenwick

361

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

362

Teachers' Perceptions of the Barriers to Technology Integration and Practices with Technology under Situated Professional Development  

ERIC Educational Resources Information Center

This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of…

Kopcha, Theodore J.

2012-01-01

363

Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice  

ERIC Educational Resources Information Center

The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…

Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean

2014-01-01

364

Professional Development for Teachers of Diverse Students: A Summary of the Research  

ERIC Educational Resources Information Center

This article summarizes findings from a research review of professional development for teachers of students from traditionally underrepresented populations, including those from diverse cultural, linguistic, and socioeconomic backgrounds. Questions addressed in this review include: (a) What constitutes professional development for teachers of…

Knight, Stephanie L.; Wiseman, Donna L.

2005-01-01

365

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

366

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

ERIC Educational Resources Information Center

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

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

367

Exploring the Impact of School Principals on Teacher Professional Communities in Hong Kong  

ERIC Educational Resources Information Center

Since the mid-1990s, teacher professional community has achieved increasing influence as a strategy for facilitating productive change in schools. This study investigates the impact of principal quality and leadership on the development of teacher professional community in Hong Kong primary schools. More specifically, we examine the means by which…

Hallinger, Philip; Lee, Moosung; Ko, James

2014-01-01

368

Relays and Relations: Tracking a Policy Initiative for Improving Teacher Professionalism  

ERIC Educational Resources Information Center

This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers' professional

Reeves, Jenny; Drew, Valerie

2012-01-01

369

More Equal than Others? Meeting the Professional Development Needs of Rural Primary and Secondary Science Teachers  

ERIC Educational Resources Information Center

It is often assumed that teachers in rural and remote schools are at a disadvantage when it comes to accessing professional development. But is there sufficient evidence to support this assumption? This paper reports findings from two national surveys comparing the professional development priorities of primary and secondary science teachers from…

Lyons, Terry

2008-01-01

370

Lesson Study: Professional Development and Its Impact on Science Teacher Self-Efficacy  

ERIC Educational Resources Information Center

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson…

Roberts, Megan Rae

2010-01-01

371

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

372

The Components of Effective Professional Development Activities in Terms of Teachers' Perspective  

ERIC Educational Resources Information Center

Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional

Bayar, Adem

2014-01-01

373

A Longitudinal Study of Teacher Change: What Makes Professional Development Effective?  

ERIC Educational Resources Information Center

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the…

Boyle, Bill; While, David; Boyle, Trudy

2004-01-01

374

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

375

Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals  

ERIC Educational Resources Information Center

This study describes 5th, 8th, and 11th-grade students', teachers', and medical professionals' conceptions of flu and microbial illness. Participants constructed a concept map on "flu" and participated in a semi-structured interview. The results showed that these groups of students, teachers and medical professionals held and structured their…

Jones, M. Gail; Rua, Melissa J.

2008-01-01

376

The Culture of Professional Learning Communities and Connections to Improve Teacher Efficacy and Support Student Learning  

ERIC Educational Resources Information Center

As a result of Race to the Top, states across the country vied for school improvement grants in order to advance educational reforms including effective professional development and teacher collaboration within their school districts. Requirements of the grant included the development of teacher evaluation systems and a professional development…

Battersby, Sharyn L.; Verdi, Brian

2015-01-01

377

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

378

Rhode Island Teacher's Assistant Professional Development Plan. A Report to the General Assembly.  

ERIC Educational Resources Information Center

The Rhode Island Teacher Assistant Professional Development Plan emphasizes developing school district capacity to provide appropriate training to teacher assistants. The Department recognizes that the most effective professional development is linked to the needs of the individual in light of the needs of students they support. The plan's primary…

Anselmo, Doris

379

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

380

Professional Development, Teacher Efficacy, and Collaboration in Title I Middle Schools  

ERIC Educational Resources Information Center

A problem exists in the U.S. education system regarding the efforts to refine professional development and gain a deeper understanding of content knowledge to impact teachers' abilities to meet students' needs. Many teachers have not had the professional development opportunities that support the improvement of teaching skills and knowledge. The…

Rostan, MaryMargret

2009-01-01

381

Exploring UK Secondary Teachers' Professional Values: An Overview of the Literature since 2000  

ERIC Educational Resources Information Center

Background: Professional commitment from teachers requires more than contractual compliance as personal and professional values are integral to teaching practice. Secondary school teachers are expected to act as role models and demonstrate positive attributes and attitudes in an evolving educational context. Little is known about how they…

Sunley, Roz; Locke, Rachel

2010-01-01

382

Forms and Dimensions of Teachers' Professional Ethics: Case Studies in Secondary Schools.  

ERIC Educational Resources Information Center

Reports on interviews and case studies of 124 secondary teachers about their attitudes and opinions toward professional ethics. Discusses teachers' individual professional ethics. Suggests the development of preservice and inservice programs concerning ethical awareness and the relationship of personal ethics to classroom instruction. (CFR)

Aurin, Kurt; Maurer, Martina

1993-01-01

383

Reflective professional development for urban teachers through videotaping and guided assessment  

Microsoft Academic Search

As a part of the United States Department of Education Teacher Quality Enhancement Grants (TQE) program, a professional development project was conducted to support selected urban teachers from a Professional Development School to think reflectively about their teaching and learning. The 24 survey items were developed based on the three domains of Danielson’s teaching practice. Using the survey, the eight

Kim H. Song; Susan Catapano

2008-01-01

384

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

385

Learning in 140 Characters: Teachers' Perceptions of Twitter for Professional Development  

ERIC Educational Resources Information Center

Web 2.0 technologies provide school administrators the opportunity to offer teachers meaningful professional development. The purpose of the qualitative case study was to investigate ways in which U.S. K-12 public school teachers who participated in weekly Twitter Edchat discussions perceived the use of a social network site for professional

Davis, Kerry J.

2012-01-01

386

The Relationship of Teachers' Perceptions of Collective Efficacy and Perceptions of Professional Learning Communities  

ERIC Educational Resources Information Center

The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning…

Robertson, Danielle Shaw

2011-01-01

387

Teachers' Talk in Professional Development Activity that Supports Change in Their ICT Pedagogical Beliefs and Practices  

ERIC Educational Resources Information Center

Enabling teachers to talk about their professional practice is an essential element of professional development; however, the types of conversations required for transformative outcomes are not clearly defined. Teachers from eight Australian primary schools (grades 1-7) participated in a collaboratively designed information and communication…

Prestridge, Sarah

2009-01-01

388

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

389

Teachers' Reflections of Professional Change during a Literacy-Reform Initiative  

ERIC Educational Resources Information Center

Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers' views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41…

Nielsen, Diane Corcoran; Barry, Arlene Lundmark; Staab, Pam Trefz

2008-01-01

390

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

391

Pre-Service Teachers' Personal Practical Theories and Autonomy: Development during Professional Internship Experiences  

ERIC Educational Resources Information Center

Professional internship experiences play a critical role in the development of pre-service teachers. This research investigates pre-service teachers' personal practical theories (PPTs) and autonomy and how they are developed during professional internship experiences. This study also explores relationships that exist for PPTs and autonomy and…

Shin, Doohyun L.

2013-01-01

392

The Influence of Teacher Professional Development on Technology Integration at the Secondary Level  

ERIC Educational Resources Information Center

Traditionally, professional development for technology integration has been insufficient or ineffective for supporting changes in classroom practice. This study examined the professional development experiences of secondary school teachers in South Dakota related to educational technology in order to determine core content area teachers' perceived…

Baldwin, Kristi Lynn

2011-01-01

393

The Effects of Professional Development Activities on the Skill Acquisition of Teachers.  

ERIC Educational Resources Information Center

This paper describes a professional development model which emerged from two projects that had professional development of teachers as an important component. The first project, Project Lighthouse, provided teachers with training to facilitate the inclusion of students with disabilities into general education classrooms. The second project was a…

Whitworth, Jerry E.

394

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

395

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.

396

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

397

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

398

TXESS Revolution: Utilizing TERC's EarthLabs Cryosphere Module to Support Professional Development of Texas Teachers  

NASA Astrophysics Data System (ADS)

TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes over time, and it’s role in Earth’s climate system remains weak. Our results clearly reflect the challenges of addressing the complexity of climate science and critical need for climate literacy education.

Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.

2010-12-01

399

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

400

Exploring Professional Identity in Response to Curriculum Reform and Professional Development: The Teaching Life Stories of Chemistry Teachers  

NASA Astrophysics Data System (ADS)

This study contributes to the existing literature in teacher education on teacher professional identity (Beijaard, Meijer & Verloop, 2004; Lamote & Engels, 2010; Rots, 2007), particularly in response to curriculum change and professional development. It proposes to offer a much better understanding of how chemistry teachersprofessional identities have evolved through their school and work experiences, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following the introduction of the latest chemistry curricula in Manitoba. These latest chemistry curricula advocate for a more learner focused 'tetrahedral orientation' (Mahaffy, 2004) teaching practice that supports chemistry learning through the use of Johnstone's (1991) three modes of representation - the symbolic, macroscopic and molecular levels - as well as a human element dimension. This study also aims to identify how teachers' professional identities have evolved following their participation in long-term professional development offered by teacher educators at the University of Manitoba. Additionally, this study aims to determine whether teachers feel they have experienced tensions associated with their beliefs about teaching and learning and their current teaching practices as a result of sustained professional development. Finally, this study aims to determine whether the curriculum changes and associated professional development have led teachers to think about and reflect more on their teaching practice and whether this has led to a change in their beliefs about teaching and learning and their teaching practice. Urie Bronfenbrenner's (1979) Model of the Ecology of Human Development was used as a theoretical framework for this study. This study was informed by semi-structured interviews involving 32 teachers of chemistry that were conducted during the fourth phase of a five-year research and development project supported by the University of Manitoba's Centres for Research in Youth, Science Teaching and Learning (CRYSTAL). These interviews suggested that teachers have experienced some tensions associated with their beliefs about teaching and learning and their current teaching practices. The study further elicited data from eight of these 32 teachers via a qualitative narrative inquiry study employing narrative interviews to reveal teachers' perceptions of their evolving professional identities and chemistry teaching practices. Teaching life stories constructed from the narrative interview data revealed that these teachers feel that their professional identities have evolved through their school and work experiences, and that a change in curricula followed by supportive professional development has caused these teachers to reflect more on their teaching practices. Furthermore, though these teachers indicated that they have experienced tensions associated with how they want to teach and their actual teaching practices, they feel they have experienced a shift in their beliefs about teaching and learning such that they feel their teaching practices have improved through their more consistent use of the four modes of representation in chemistry learning. The qualitative data show, however, that these teachers still feel that they have a long way to go to achieve a truly learner focused classroom practice where these four modes of chemistry learning are being used the majority of the time. The study closes by recommending that a much broader study be undertaken to include more teachers of chemistry in Manitoba to verify and add to the findings of this study, among other suggestions.

Peters, Gayle D.

401

Enhancing Teachers’ Application of Inquiry?Based Strategies Using a Constructivist Sociocultural Professional Development Model  

Microsoft Academic Search

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 impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning

Brenda R. Brand; Sandra J. Moore

2011-01-01

402

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

Microsoft Academic Search

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, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop

Kristen Pellegrino

2011-01-01

403

Collaborative Partnerships : A Model for Science Teacher Education and Professional Development  

Microsoft Academic Search

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional

Mellita M. Jones

2008-01-01

404

Underpinnings of teachersprofessional development-a new conceptualization of field experience  

Microsoft Academic Search

Many researchers have addressed the professional development of teachers and the importance of the field experience component\\u000a in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers’\\u000a professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed\\u000a in accordance to the paradigms addressed the professional

Li Yuen Ling

2003-01-01

405

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review  

Microsoft Academic Search

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical\\u000a research synthesizes the effective elements of professional development programs that support science teachers in learning\\u000a about technology integration. Studies are examined that explore how professional development supports technology use within\\u000a inquiry-based and traditional science instruction. Implications for future research are discussed in four

Tara E. Higgins; Michele W. Spitulnik

2008-01-01

406

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

E-print Network

satisfaction. Using relative risk statistics, I determined the direction and significance of multiple associative relationships involving teachers’ participation in professional activities, satisfaction with working conditions, and retention state. Finally, I...

Bozeman, Todd Dane

2012-02-14

407

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

408

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

409

Teacher Perceptions of Professional Development in the Context of National Educational Reform: The Case of Qatar  

ERIC Educational Resources Information Center

In light of nationally mandated educational changes in Qatar, this study investigates in-service teachers' perceptions of professional development (PD). The aims are to identify challenges facing teachers' PD. The respondents were 40 in-service teachers from two schools in Doha, Qatar, who had received PD connected with national educational…

Nasser, Ramzi; Romanowski, Michael

2011-01-01

410

Nurturing Moments of Transformation in Teachers--Comparative Perspectives on the Challenges of Professional Development  

ERIC Educational Resources Information Center

This article discusses teachers' views of their own learning. Two groups of teachers attending graduate programmes in Seattle, Washington in the United States of America (USA) and Newcastle upon Tyne, United Kingdom (UK), participated in a project that encouraged them to discuss examples of effective professional development. The teachers from the…

Jones, Phyllis; West, Elizabeth; Stevens, Dana

2006-01-01

411

Geoscience Content and New Methods: A Winning Combination for Teacher Professional Development with the ESSEA Program  

Microsoft Academic Search

Whether teachers are looking for professional development courses or just wanting to find K-12 geoscience lessons, the Earth System Science Education Alliance can meet teachers' needs. Featuring inquiry-based approaches that make use of geospatial data, teachers can have students modeling the work of scientists. Through NSF, NASA and NOAA support, the program has expanded to 43 institutions of higher learning

R. J. Myers; T. G. Schwerin

2009-01-01

412

A Longitudinal Study of Teachers' Professional Development through an International Exchange  

ERIC Educational Resources Information Center

The Teachers' International Professional Development (TIPD) Programme was launched by the British Council in 2000 in response to a Government Green Paper on teacher training. This provides opportunities for teachers to participate in international study visits to gain first-hand experience of good practice. As part of this programme, eighteen…

Purves, Ross; Jackson, Anita; Shaughnessy, Julie

2005-01-01

413

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

414

An Exploratory Study of Teacher Self-Efficacy Beliefs and Professional Learning Community  

ERIC Educational Resources Information Center

The exploratory study sought to examine the relationships between teachers' self-efficacy beliefs and professional learning community. Specifically, this study presents a quantitative analysis of the relationship between teachers' perceptions of self-efficacy and PLC implementation. The Teachers' Sense of Efficacy Scale (TSES) (long form)…

Romeo, Susan M.

2010-01-01

415

Evolving, Yet Creating a Mentor Support System for Preservice Teachers in a Professional Development School.  

ERIC Educational Resources Information Center

These case studies show how to improve the pre-service teaching experience by mentoring cooperating teachers. The case studies come from a Professional Development School (PDS) involving a large university and small secondary school. A system of "super cooperating teachers" was implemented in the PDS to accommodate all of the student teachers at…

Mahood, Ramona Madson; Grannan, John W.

416

Introducing Technology Education: Using Teachers' Questions as a Platform for Professional Development.  

ERIC Educational Resources Information Center

Explores the issues and concerns identified by a small group of teachers implementing technology using the document "A Statement of Technology for Australian Schools". Reviews four key questions posed by the teachers and argues that teachers' questions about their own beliefs and practices should drive professional development in technology…

Stein, Sarah J.; McRobbie, Campbell J.; Ginns, Ian S.

1999-01-01

417

CSI: Creating Student (and Teacher) Investigators--Using Popular Culture in Professional Development  

ERIC Educational Resources Information Center

The goal of this article is to present a description of a professional development program designed to immerse middle and high school teachers in an inquiry-based learning environment using a forensic science context and the consequent impact participating in this program had on teachers' pedagogy. Teachers participated in a year-long program…

Yanowitz, Karen L.; McKay, Tanja; Ross, C. Ann; Vanderpool, Staria S.

2010-01-01

418

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

419

Teacher Professional Development for Technology Integration in a Primary School Learning Community  

ERIC Educational Resources Information Center

Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…

Liu, Shih-Hsiung

2013-01-01

420

Teacher Collaborative Inquiry as a Professional Development Intervention: Benefits and Challenges  

ERIC Educational Resources Information Center

The paper reports on a collaborative learning project coded as the teacher inquiry community that was carried out over a year in a private higher education institution to improve the professional capability of language-based subject teachers. Nine teachers completed the project all of whom were females and shared work experience of 2-29 years. Six…

Deni, Ann Rosnida Md.; Malakolunthu, Suseela

2013-01-01

421

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

422

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

ERIC Educational Resources Information Center

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

Simegn, Birhanu

2014-01-01

423

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

ERIC Educational Resources Information Center

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

Eilks, Ingo; Markic, Silvija

2011-01-01

424

Vocational Teachers in the Face of a Major Educational Reform: Individual Ways of Negotiating Professional Identities  

ERIC Educational Resources Information Center

This paper examines how vocational teachers negotiate their professional identity in the context of a major externally imposed curriculum reform. The focus is on the teachers' orientations towards the reform in its initial stage. Sixteen Finnish vocational teachers were interviewed using open-ended narrative interviews. The data were analysed in…

Vahasantanen, Katja; Etelapelto, Anneli

2009-01-01

425

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

426

Uses of ICT by Pre-Service Mathematics Teachers: Towards a Professional Instrumentation?  

ERIC Educational Resources Information Center

In this paper, our focus is on "young" mathematics teachers during their pre-service training because of the conditions that might enable them to develop professional uses of technology more easily than "older" teachers. By describing some aspects of teacher training in France, especially the distinction between level 1 (general) and level 2…

Abboud-Blanchard, Maha; Lagrange, Jean-Baptiste

2006-01-01

427

Preservice Teachers' Inquiry in a Professional Development School Context: Implications for the Practicum  

ERIC Educational Resources Information Center

Professional development school (PDS) contexts are increasingly being viewed as powerful sites for the preparation of future teachers in the USA. One of their documented strengths is in the fostering of preservice teachers' inquiry within collaborative frameworks that result from the partnerships between university teacher education programmes and…

Mule, Lucy

2006-01-01

428

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

429

Can a Professional Development School Have a Lasting Impact on Teachers' Beliefs and Practices?  

ERIC Educational Resources Information Center

This study examined the Model Education Center (MEC) Professional Development School (PDS), formed by San Diego State University and a nearby school district in 1984. The study investigated whether core beliefs embedded in the PDS had a lasting effect on the teachers it graduated. Participants included teachers at three target schools; teachers

Berg, Marlowe; Grisham, Dana L.; Jacobs, Victoria R.; Mathison, Carla

430

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

ERIC Educational Resources Information Center

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

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

2014-01-01

431

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

432

On Change of Concepts: From Teacher's Occupational Ethics to Professional Ethics  

ERIC Educational Resources Information Center

The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human education. The conceptive transition from the general "occupational ethics" of teachers to "professional ethics" is actually an important aspect of the transition from experience-based to expertise-based teachers. The…

Tan, Chuan-bao

2006-01-01

433

Changing Times in England: The Influence on Geography Teachers' Professional Practice  

ERIC Educational Resources Information Center

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three "moments" from my experience as a student, teacher and teacher educator. Barnett's…

Brooks, Clare

2012-01-01

434

Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom  

Microsoft Academic Search

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether

Andrea Gay van Duzor

2010-01-01

435

Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom  

Microsoft Academic Search

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether

Andrea Gay van Duzor

2011-01-01

436

Supporting Student Teachers in Developing and Applying Professional Knowledge with Videoed Events  

ERIC Educational Resources Information Center

Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with…

Ingram, Jenni

2014-01-01

437

The Personal and Professional Selves of Teachers: Stable and Unstable Identities  

ERIC Educational Resources Information Center

In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers'…

Day, Christopher; Kington, Alison; Stobart, Gordon; Sammons, Pam

2006-01-01

438

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

439

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

440

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

441

Embedded Teacher Leadership: Support for a Site-Based Model of Professional Development  

ERIC Educational Resources Information Center

Project Achieve is a professional development (PD) project that utilizes teacher leaders (TLs), former teachers who have been reassigned to provide school-based mentoring, instruction, lesson plan assistance and modelling of lessons for urban middle school teachers. A primary goal of Project Achieve is to evaluate the extent to which TLs were able…

Yost, Deborah S.; Vogel, Robert; Liang, Ling L.

2009-01-01

442

Prospective Teachers' Interest in Teaching, Professional Plans about Teaching and Career Choice Satisfaction: A Relevant Framework?  

ERIC Educational Resources Information Center

This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher

Eren, Altay

2012-01-01

443

Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program  

ERIC Educational Resources Information Center

This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16…

Van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2014-01-01

444

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

445

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

446

Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom  

ERIC Educational Resources Information Center

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for…

Van Duzor, Andrea Gay

2011-01-01

447

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

448

Plurilinguism in Teachers' Professionalization: Views of Newly Qualified Pedagogues of Social Work  

ERIC Educational Resources Information Center

Teachers' professionalization is promoted by language education that includes mother tongue across the curriculum, foreign languages and professional language. Aim of the research is to analyze views of newly qualified pedagogues of social work on languages of professionalization. The object of the present research is views of newly qualified…

Zascerinskis, Mihails; Aleksejeva, Ludmila; Zascerinska, Jelena

2012-01-01

449

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

450

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

ERIC Educational Resources Information Center

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

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

2011-01-01

451

Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education  

ERIC Educational Resources Information Center

Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The…

Stolk, Machiel J.; De Jong, Onno; Bulte, Astrid M. W.; Pilot, Albert

2011-01-01

452

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

453

The relationship between urban and suburban teachers' perceptions of participation in professional development activities and job satisfaction  

Microsoft Academic Search

The 21st century calls for greater accountability and effectiveness in public education. To answer the call for highly qualified teachers and respond to personal and professional needs of teachers, professional development providers should offer teachers professional development activities that enhance the quality of life and improve teaching practices. The purpose of this study was to investigate and analyze factors responsible

Rosalyn J Whitehead

2006-01-01

454

Professional Development and Teacher Leadership in the Era of NCLB: A Study Exploring Elementary Music Teacher Preferences  

ERIC Educational Resources Information Center

Several recent studies have been conducted on teacher professional development (PD) but few have focused exclusively on elementary music teacher PD. Prominent music education researchers encourage additional research to provide generalizability across the field. In answer to this call for broadening the base of research in elementary music…

Bernard, Anthony D., Sr.

2009-01-01

455

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

ERIC Educational Resources Information Center

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

Locke, Terry; Whitehead, David; Dix, Stephanie

2013-01-01

456

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

NASA Astrophysics Data System (ADS)

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

Akura, Okong'o. Gabriel

457

Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry  

NASA Astrophysics Data System (ADS)

The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline to Mastery is an NSF-funded, learner-centered professional development program that seeks to capitalize on teachers' knowledge and experience to move physics teachers toward mastery in their fields. Teacher participants in this teacher-driven program choose their own goals and areas of growth. One of these areas has been the development and implementation of inquiry-oriented curriculum, as well as the adaptation of traditional lessons toward a greater inquiry orientation. Results indicate that teachers' conceptions of inquiry teaching and learning have become more expert-like as they have engaged in teacher participant-driven experiences in the pursuit of greater understanding and more effective classroom practice.

Ross, Mike; Van Dusen, Ben; Sherman, Samson; Otero, Valerie

2012-02-01

458

NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers  

NASA Astrophysics Data System (ADS)

Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

2012-05-01

459

JOHNSON, LISA E. Congruence Between Professional Judgment and Professional Action as Disposition: A Case Study of Mentors and Beginning Teachers. (Under the  

Microsoft Academic Search

The purpose of this research project was to explore congruency between teacher professional judgment and professional action as constructs of disposition. Three cases of mentor\\/beginning teacher dyads were used as informants for the study and were chosen based upon their involvement in a DPPE (Deliberate Psychological and Professional Education) program. Each informant's disposition was measured in terms of his or

Alan J. Reiman

460

Supporting Teachers' Professional Learning by Navigating Openings in the Curriculum.  

ERIC Educational Resources Information Center

Presents a comparative analysis of three teacher educators using a curriculum designed for use with elementary teachers in an inquiry group setting. Examines the process and demands of supporting teachers' learning and teachers' efforts to reform their practices. The central demand of supporting teachers' learning through inquiry involved…

Remillard, Janine T.; Geist, Pamela Kaye

2002-01-01

461

Appreciating the Wobble: Teacher Research, Professional Development, and Figured Worlds  

ERIC Educational Resources Information Center

In this article, the authors--the teacher educators who obtained a grant from the Arthur Vining Davis Foundations (AVD)--explore what it meant for teachers and teacher educators involved in the PorTRAIT (Practitioner or Teacher Researchers As Inquiring Travelers) program to enlarge their views of teacher research and their own classrooms by being…

Fecho, Bob; Graham, Peg; Hudson-Ross, Sally

2005-01-01

462

Looking Backwards with the "Personnel Evaluation Standards": An Analysis of the Development and Implementation of a Statewide Teacher Assessment Program.  

ERIC Educational Resources Information Center

The "Personnel Evaluation Standards" of D. Stufflebeam (1988) were used as a framework for the historical analysis of Louisiana's effort to implement a statewide program to evaluate its 45,000 teachers for the purpose of renewable professional certification. Using the "Standards" provided insights into the evaluation process and its results. (SLD)

Ellett, Chad D.; And Others

1996-01-01

463

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

464

Teacher Evaluations of Standardized Physical Education Curricula  

ERIC Educational Resources Information Center

Relatively little is known about the use of structured physical education curricular models in physical education settings. The purpose of this study was to examine teachers' perspectives of various physical education curricular models. Teacher participants ranged from those involved in very structured curricular programs, to teachers that chose…

Kloeppel, Tiffany; Hodges-Kulinna, Pamela; Cothran, Donetta

2012-01-01

465

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

466

A correlation study involving a comparison of professional science teaching standards and student performance  

NASA Astrophysics Data System (ADS)

If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

Schum, Paul A.

467

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

468

West Virginia University 1 Academic and Professional Standards  

E-print Network

accepting admission to West Virginia University or enrolling in a class or course of study offered by WestWest Virginia University 1 Academic and Professional Standards In this section: ACADEMIC RIGHTS Virginia University, accepts the academic requirements and criteria of the institution. It is the student

Mohaghegh, Shahab

469

West Virginia University 1 Academic and Professional Standards  

E-print Network

to West Virginia University or enrolling in a class or course of study offered by West Virginia UniversityWest Virginia University 1 Academic and Professional Standards In this section: · Academic Rights 31. Academic Rights Each student at West Virginia University shall have the following academic rights

Mohaghegh, Shahab

470

Professional Standards of Practice in Child Custody Examinations.  

ERIC Educational Resources Information Center

Professional standards of practice for psychologists are vital in child custody work. The psychologist should examine all parties involved and should be acutely aware of and compliant with the current state laws as related to child custody. Objectivity is of paramount importance. This can best be achieved if the psychologist is appointed by the…

Howell, Robert J.

471

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

472

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

NASA Astrophysics Data System (ADS)

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote better understanding of students' ideas and her mindset shifted to place more value on the diversity of students' thinking and help them be more aware of their ideas. This study illustrates the complexities of enacting formative assessment practices in particular classrooms because teachers may interpret and use these tools in different ways. Thus, when teachers enacted these mediating tools, their interaction with the activity system's components produced different instructional outcomes and tensions. Similarly, this study describes how the use of artifacts of practice can be a vehicle between professional development and classrooms, especially in early stages of professional development. This study presents implications for professional development and formative assessment research and practice. Professional development needs to support teachers in reflecting on their practice in terms of activity systems, use a solid and research-based understanding of formative assessment, and promote opportunities to teachers to create, enact, and reflect on formative assessment artifacts and tools.

Cisterna Alburquerque, Dante Igor

473

How to Activate Teachers through Teacher Evaluation?  

ERIC Educational Resources Information Center

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

Tuytens, Melissa; Devos, Geert

2014-01-01

474

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

475

Understanding the 2012 NSTA Science Standards for Teacher Preparation  

NASA Astrophysics Data System (ADS)

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 for the evaluation of science education programs. Recently, NSTA has developed new science teacher education standards that reflect the research base associated with what a new science teacher should know. The standards were developed from national guidelines and the research literature on science education. The new NSTA-SSTP reflect the knowledge, skills, and dispositions that a newly certified teacher must know and be able to do. The paper concludes with a description of how to submit a report to CAEP and NSTA for accreditation of a secondary science education program.

Veal, William R.; Allan, Elizabeth

2014-08-01

476

Biology Teachers' Attitudes toward and Use of Indiana's Evolution Standards  

ERIC Educational Resources Information Center

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…

Donnelly, Lisa A.; Boone, William J.

2007-01-01

477

STUDENT TEACHERS' PERCEPTIONS OF THEIR PROFESSIONAL PREPARATION DURING DEPTH INTERVIEWS.  

ERIC Educational Resources Information Center

THE USE OF THE EXIT INTERVIEW AS A CRITERION MEASURE OF THE STUDY OF PROSPECTIVE TEACHERS AND TEACHER TRAINING PROGRAMS WAS REPORTED. THE STUDY WAS MADE AS PART OF A LARGER INVESTIGATION MADE TO DISCOVER THE PERSONAL QUALITIES OF TEACHERS WHO REMAIN IN TEACHING AND TO DETERMINE THE PROGRAMS THAT PRODUCE TEACHERS. THE EXIT INTERVIEW WAS A…

GARRARD, JUDITH

478

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

479

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

480

The Role of Critical and Collaborative Reflection with Experienced Teachers (via a Discussion Board) in the Professional Development of Novice Teachers  

Microsoft Academic Search

The purpose of this interpretative qualitative study was to explore the role of critical and collaborative reflection in the professional development of novice teachers. This study addressed the research question: What role does critical and collaborative reflection with experienced teachers play in the professional development of novice teachers? Participants in this study were three novice (0-5 years of experience) elementary

Bridgt Foss Hagan

2007-01-01

481

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A Self-Study of Becoming an Elementary Teacher  

ERIC Educational Resources Information Center

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was "How can a teacher develop a professional identity as an elementary teacher of NOS?" Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as…

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-01-01

482

A qualitative analysis of exemplary elementary science teachers' use and practice of the National Science Education Teaching Standards  

NASA Astrophysics Data System (ADS)

The dissertation's purpose was to document and discuss what 10 elementary science teachers, deemed exemplary by administrators, do in the science classroom to reflect the National Science Education Teaching Standards. To make implications for teacher education this report also explored these teachers' science professional development backgrounds. A qualitative triangulated approach of surveys, interviews and observations was used to document actualities, of what theorists have proposed should take place in a standards-based elementary science classroom. Several behavior patterns were identified among these exemplary teachers and their students. These teachers organized for collaborative and individual responsibility; planned according to the needs and interests of their students; encouraged scientific discourse and decision making among their students; facilitated the scientific inquiry process with hands-on, higher-order activities; and used alternative assessment strategies. They were involved in collaboration with peers in planning, training, and decision malting at the school, district, state, and national levels. Exposure to professional development and experience were identified as having the greatest influence on these exemplary teachers. During science lessons taught by these teachers, students were observed in high degrees of cooperation and collaboration with peers while engaging in higher-order discourse and process inquiry, regardless of their academic or social levels. Implications for science teachers' professional development are made, as are suggestions for future research in this area.

Pittman, Margaret Evans

483

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

E-print Network

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...

Boriack, Anna Christine

2013-04-11

484

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.

Parry Graham

2007-01-01

485

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

Microsoft Academic Search

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 \\

Barbara A. Wasik; Annemarie H. Hindman

2011-01-01

486

Teachers' implicit theories, self-efficacy, professional experience, and willingness to consult on academic and behavioral problems  

Microsoft Academic Search

The present study examined the relationship among teacher variables and made predictions regarding teachers' willingness to consult with a school psychologist based on these variables. Specifically, teachers' implicit theories of intelligence, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's academic problems. Also, teachers' implicit theories of classroom

John Mark Kowalski

2001-01-01

487

Teachers as Professionals and Teachers' Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process  

ERIC Educational Resources Information Center

The study of teacher identity developed greatly during the 1990s and, in a way, replaced other studies on teacher professionalism. Highlighting the interactions, emotions and cognitions in their everyday expression, these studies contributed to making visible the role of specific communities of professionals in valuing and improving professional

Lopes, Amelia

2009-01-01

488

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

489

Between the Stars: A Professional Development Workshop for Teachers  

NASA Astrophysics Data System (ADS)

A workshop for secondary school science teachers was conducted at McDonald Observatory in July 2007. Participants did classroom experiments to detect and compare radiation in the ultraviolet, optical, and infrared regions of the electromagnetic spectrum. Other activities involved various aspects of stellar evolution and telescope design. They built spectrometers and considered how astronomers use scientific models. These topics were chosen to help them form a conceptual understanding of the parent projects' research topic: Variations in the Ionization Structure within the Local Interstellar Cloud and Neighboring Clouds. Fifteen teachers from Alaska, Idaho, Michigan, New York, Ohio, Oklahoma, and Texas performed these standards-aligned activities at the workshop in preparation for using them within their own classrooms. During three scheduled nights of observing, the participants became familiar with the night sky and the operation of small telescopes. The workshop included tours of other observatory facilities and time to reflect on their own teaching practices. They concluded the workshop by developing concept maps that integrated all aspects of the workshop, including lectures, activities, observing experiences, and tours. Support from The National Aeronautics and Space Administration under an Education and Public Outreach supplement to the Far Ultraviolet Spectroscopic Explorer Guest Investigator grant NNX07AN07G issued through the Office of Space Science is gratefully acknowledged.

Hemenway, Mary Kay; Redfield, S.

2008-05-01

490

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

ERIC Educational Resources Information Center

Analyzed 50 work samples produced by student teachers to determine the efficiency of Teacher Work Sample Methodology in moving state and national standards into the classroom and the extent to which such methodology promotes alignment of standards, content, instruction, and assessment. The majority of work samples showed weak alignment or no…

Pratt, Ernest Oluwole

2002-01-01

491

National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards (Invited)  

NASA Astrophysics Data System (ADS)

The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes deep collections of relevant digital learning resources, professional development workshops, models of cross-discipline sustainability education at the undergraduate and teacher preparation levels, member voices in support of geoscience education, and reach into introductory courses and teacher preparation programs. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

2013-12-01

492

Continued professional development of teachers to facilitate language used in numeracy and mathematics.  

PubMed

Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers. PMID:23409614

Wium, Anna-Marie; Louw, Brenda

2012-12-01

493

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers  

NASA Astrophysics Data System (ADS)

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

Hickman, Paul

2002-04-01

494

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

495

Writer, Teacher, Person: Tensions between Personal and Professional Writing in a National Writing Project Summer Institute  

ERIC Educational Resources Information Center

The notion that "teachers of writing must also write" has been pervasive since the 1970s. But "what" should they write? In the National Writing Project (NWP), a professional network focused on the improvement of writing instruction and featuring summer institutes in which teachers engage in writing of their own as well as demonstrations of…

Whitney, Anne Elrod

2009-01-01

496

i-STEM Summer Institute: An Integrated Approach to Teacher Professional Development in STEM  

ERIC Educational Resources Information Center

The importance of STEM education to societal developments provides justification for assuring K-12 teachers are prepared to teach the related content. Inservice teacher professional development is critical to achieving the goal of enhanced student knowledge of STEM. Combining the need for increased capacity to teach STEM and the extant literature…

Nadelson, Louis S.; Seifert, Anne; Moll, Amy J.; Coats, Bradley

2012-01-01

497

Developing a Laboratory Model for the Professional Preparation of Future Science Teachers: A Situated Cognition Perspective  

Microsoft Academic Search

Although laboratory activities are widely acknowledged as being fundamental to the teaching of science, many secondary science school teachers have limited knowledge of how to design and run effective teaching laboratories. Utilising a situated cognition theoretical framework, we discuss our collaborative efforts to develop a laboratory based model for the professional preparation of secondary level science teachers. Findings from the

Aldrin E. Sweeney; Jeffrey A. Paradis

2004-01-01

498

Teachers' Professional Development in Special Needs Settings: Creating "Kid-Cool" Schools in Challenging Times  

ERIC Educational Resources Information Center

This paper explores the nature of teachers' professional development (PD) practices in special needs/special education settings in Australia under current neoliberal and managerial conditions. The research is based on individual interviews with teachers from a juvenile justice centre and a dedicated special needs school in a regional city in the…

Hardy, Ian

2012-01-01

499

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

500

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