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Last update: August 15, 2014.
1

Autonomous Teacher Professional Standards Boards. Policy Brief.  

ERIC Educational Resources Information Center

Eleven states have established autonomous professional standards boards responsible for teacher licensure. Supporters of these boards feel that they create higher standards than state boards of education do, are better able to address complex issues related to teachers and teaching, and are an important statewide component in the nationwide effort…

Suarez, Tanya M.; And Others

2

Teacher Professional Standards, Accountability and Ideology: Alternative Discourses  

ERIC Educational Resources Information Center

Teacher professional standards and accountability are today writ large on the landscape of both schooling and teacher education practice around the world. This paper explores some of the related debates through a discussion of four discourses on teacher professional standards: namely, discourses of commonsense, professionalism and quality,…

Tuinamuana, Katarina

2011-01-01

3

Professional Standards, Teacher Identities and an Ethics of Singularity  

ERIC Educational Resources Information Center

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

Clarke, Matthew; Moore, Alex

2013-01-01

4

Upholding Public Trust: An Examination of Teacher Professionalism and the Use of Teachers' Standards in England  

ERIC Educational Resources Information Center

This paper considers the nature of teacher professionalism in England today, tracing how it has changed and developed according to the impact of government policy and the introduction of standards for teachers. It examines the recently published Teachers' Standards with their emphasis on classroom practice together with the requirement for…

Goepel, Janet

2012-01-01

5

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

ERIC Educational Resources Information Center

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

Macdonald, Doune; Mitchell, Jane; Mayer, Diane

2006-01-01

6

National Certification for Elementary Social Studies Teachers: National Board for Professional Teaching Standards.  

ERIC Educational Resources Information Center

Describes the National Board for Professional Teacher Standards (NBPTS), addressing the types of certification available to teachers and the NBPTS propositions. Discusses the procedures for NBPTS certification and the types of certification areas for elementary social studies teachers. (CMK)

Helms, Ronald G.

1999-01-01

7

Supporting Student Teachers' Professional Learning with Standards?Referenced Assessment  

Microsoft Academic Search

Professional standards in teaching are developed in many education systems, with professional learning and quality assurance being the central purposes of these standards. This paper presents an initiative in developing a professional development progress map (hereafter, progress map) within a learning?oriented field experience assessment (LOFEA) framework. The article examines the use of a progress map to support professional learning in

Sylvia Yee Fan Tang; May May Hung Cheng; Winnie Wing Mui So

2006-01-01

8

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

ERIC Educational Resources Information Center

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

Rhea, Zane Ma

2012-01-01

9

Standards and Professional Practice: The TTA and Initial Teacher Training  

Microsoft Academic Search

This article examines the implications of the change from competences to standards for initial teacher training. It analyses the implicit interpretation of quality and standards of practice in Teacher Training Agency (TTA) documentation and compares it to that of the Management Charter Initiative in their new management standards. The TTA approach is challenged as incomplete.

Margaret Reynolds

1999-01-01

10

National Board for Professional Teaching Standards' National Teacher Certification. ERIC Digest.  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) was founded in 1987 in response to recommendations regarding the central role of teachers in educational quality. NBPTS establishes rigorous standards for what accomplished teachers should know and be able to do; operates a national voluntary system to assess and certify teachers

Harman, Ann E.

11

Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands  

Microsoft Academic Search

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 teacher educators and an accompanying procedure for self?assessment, professional development and

B. Koster; J. J. Dengerink

2008-01-01

12

Professional Standards for Australian Teachers of Languages: Context, Processes and Projects  

ERIC Educational Resources Information Center

Professional standards for the teaching profession have received considerable attention over the last decade in Australia and internationally. Teachers of languages and cultures in Australia have been active in this period in developing their own professional standards, supported by a series of nationally funded projects arising from federal…

Morgan, Anne-Marie

2010-01-01

13

The Assessment of Professional Standard Competence of Teachers of Students with Visual Impairments  

ERIC Educational Resources Information Center

The purpose of this study was to assess the level of competence needed for teachers of the visually impaired. The assessment was based on Professional Standard Competence developed by the Council for Exceptional Children (CEC) for special education teachers in 2001. The researchers used questionnaires to acquire information about 190 South Korean…

Lee, Hae-Gyun; Kim, Jung-Hyun; Kang, Jong-Gu

2008-01-01

14

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

15

Teacher Professional Develpment That Meets 21st Century Science Education Standards  

Microsoft Academic Search

The National Academies are working with several other groups to develop new National Science Education Standards, with the intention that they will be adopted by all states. It is critical that the science education community uses these new standards when planning teacher professional development and understands the potential implementation challenges. As a first step in developing these new standards, the

Wil E. van der Veen; T. Roelofsen Moody

2011-01-01

16

Second Language Teacher Education in Canada: The Development of Professional Standards  

Microsoft Academic Search

The institution of professional standards for Adult ESL is one of the most influential developments in Canadian second language teacher education in recent years. As a major innovation in practice and values, this initiative has interesting implications not only for the content of the standards themselves, but also for the process by which the change is being accomplished. In particular,

John Sivell

2005-01-01

17

Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers' Work and Collegial Relations  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers' work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports…

Anagnostopoulos, Dorothea; Sykes, Gary; McCrory, Raven; Cannata, Marisa; Frank, Kenneth

2010-01-01

18

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

19

Certifying Accomplished Teachers: A Critical Look at the National Board for Professional Teaching Standards.  

ERIC Educational Resources Information Center

Discusses National Board for Professional Teaching Standards certification, examining five problematic issues: lack of agreement on criteria for assessing teacher performance, slender evidentiary basis for assessment, the board's inability to authenticate or verify the accuracy of the materials received, secrecy surrounding the board's…

Ballou, Dale

2003-01-01

20

Standards for Music Teachers: National Board for Professional Teaching Standards (NBTS).  

ERIC Educational Resources Information Center

Focuses on the National Board for Professional Teaching Standards addressing the reasons for adopting teaching standards, the process for developing and approving the standards, a projection of what the music standards might look like, and the assessment procedures for measuring teaching practices against the standards. (CMK)

Lindeman, Carolynn A.

1998-01-01

21

The National Board for Professional Teaching Standards: Professional Assessment for Teachers of Students with Exceptional Needs  

Microsoft Academic Search

The National Board for Professional Teaching Standards (NBPTS) has established five areas of Exceptional Needs as new certification areas: Early Childhood through Young Adult\\/Exceptional Needs (birth to 8 years), Mild and Moderately Impaired (5 to 21+ years), Severe and Multiply Impaired (5 to 21+ years), Visually Impaired (birth to 21+ years), and Deaf\\/Hard of Hearing (birth to 21 + years).

HelmsRonaldG

2001-01-01

22

Teacher Professional Develpment That Meets 21st Century Science Education Standards  

NASA Astrophysics Data System (ADS)

The National Academies are working with several other groups to develop new National Science Education Standards, with the intention that they will be adopted by all states. It is critical that the science education community uses these new standards when planning teacher professional development and understands the potential implementation challenges. As a first step in developing these new standards, the National Research Council (NRC) recently published a draft Framework for Science Education. This framework describes the major scientific ideas and practices that all students should be familiar with by the end of high school. Following recommendations from the NRC Report "Taking Science to School” (NRC, 2007), it emphasizes the importance of integrating science practices with the learning of science content. These same recommendations influenced the recently revised New Jersey Science Education Standards. Thus, the revised New Jersey standards can be valuable as a case study for curriculum developers and professional development providers. While collaborating with the New Jersey Department of Education on the development of these revised science standards, we identified two critical needs for successful implementation. First, we found that many currently used science activities must be adapted to meet the revised standards and that new activities must be developed. Second, teacher professional development is needed to model the integration of science practices with the learning of science content. With support from the National Space Grant Foundation we developed a week-long Astronomy Institute, which was presented in the summers of 2009 and 2010. We will briefly describe our professional development model and how it helped teachers to bridge the gap between the standards and their current classroom practice. We will provide examples of astronomy activities that were either adapted or developed to meet the new standards. Finally, we will briefly discuss the evaluation results.

van der Veen, Wil E.; Roelofsen Moody, T.

2011-01-01

23

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

NASA Astrophysics Data System (ADS)

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

Raphael, Carol Greco

2002-09-01

24

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

ERIC Educational Resources Information Center

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

Gaudreault, Karen Lux; Woods, Amelia Mays

2012-01-01

25

Assessing teachers for promotion : lessons from the National Board for Professional Teaching Standards  

Microsoft Academic Search

The author of this paper argues that moves in Australia to delegate quality assurance and professional recognition functions to local school management need to be accompanied by complementary moves to establish an independent professional body with responsibility for standards development and assessment provision. Valuable lessons can be drawn from the work of the US National Board for Professional Teaching Standards,

Lawrence Ingvarson

1995-01-01

26

Content Standards for the Professional Development of Workplace Learning Teacher Coordinators and Teacher Leaders.  

ERIC Educational Resources Information Center

Pennsylvania has three regional Professional Personnel Development Centers responsible for the delivery of services around a block of common objectives designed to meet the professional development needs of vocational educators. The Developing a Curriculum (DACUM) process has been used to address two areas of need identified by the Temple…

Wichowski, Chester P.; Erwin, Nancy Budnovitch; Walker, Thomas J.

27

Assessing teachers for professional certification : the first decade of the National Board for Professional Teaching Standards  

Microsoft Academic Search

This book first focuses on the task of developing standards and assessments; second, brings together papers about the conduct of performance assessments; third, brings together three papers examining validity in relation to the NBPTS certification process; fourth, includes two chapters examining the effects of National Board certification; and finally widens the focus and looks at the NBPTS in the context

Lawrence Ingvarson; John Hattie

2008-01-01

28

Barriers influencing implementation of the National Science Education Standards by middle school teachers engaged in collaborative professional development  

NASA Astrophysics Data System (ADS)

This study focused on implementation of the National Science Education Standards by middle school science teachers. Science teachers from two suburban middle schools who engaged in structured collaborative professional development over a period of two years were participants in the study. A review of the current literature in this field indicated a need for further research on sustained, collaborative professional development (Loucks-Horsley, Hewson, Love & Stiles, 1998; Supovitz & Turner, 2000). Previous findings indicated teachers implementing curricular reform encounter barriers and/or dilemmas when implementing the new instructional strategies into their teaching practices (Anderson, 1996). This study sought to find out what technical, political and cultural barriers teachers encounter when implementing standards-based instruction and how those barriers impacted implementation. There were twelve participants in this mixed methods study. A stratified random sample of a high, medium and low implementer of standards-based instruction, based upon their self-reported use in a teacher questionnaire, were selected at each of the two middle schools. Detailed classroom observations were conducted using the Local Systemic Change Classroom Observation Protocol (Horizon Research, 2002) identifying their level of use of standards-based instruction. All twelve teachers were interviewed regarding their instructional practices and possible barriers they encountered to implementation. Findings in this study indicated that as the number of technical, political or cultural barriers increased, implementation of standards-based instruction decreased. Cultural dimension categories such as existing teacher beliefs about instruction and how students learn science, as well as the belief that standards-based instruction is not aligned with state assessments were barriers for teachers in this study. In addition, if a teacher had a high barrier in a cultural category, they also were one of the lowest level implementers of standards-based instruction. Political barriers such as lack of local leadership and lack of resources were identified as issues for some teachers in this study. However, teachers with only political barriers were able to overcome these barriers and successfully implement standards-based instruction. Teachers with barriers in all three dimensions-technical, political and cultural were the lowest implementers of standards-based instruction. Implications for professional development, science education reform, teachers and administrators are discussed.

Johnson, Carla Cunnagin

29

Teacher Professional Continuum  

NSF Publications Database

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

30

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

31

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

32

Mathematics and Science Teachers' Preparation for National Board of Professional Teaching Standards Certification  

ERIC Educational Resources Information Center

This paper reports on the results of a survey of mathematics and science candidates for National Board for Professional Teaching Standards (NBPTS) certification. The goal of the survey was to investigate the efficacy of collaboration and group support in preparation for NBPTS. The results of the survey describe the nature of supported preparation,…

Pyke, Curtis L.; Lynch, Sharon

2005-01-01

33

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

34

Value-Added Assessment of Teacher Quality As an Alternative to the National Board for Professional Teaching Standards: What Recent Studies Say  

Microsoft Academic Search

Virtually every state is committed to increasing student achievement as measured by improved standardized test scores. Most of them are also encouraging teachers to become certified by the National Board for Professional Teaching Standards (NBPTS)--an organization that embraces a different set of educational priorities. Four recent studies have examined the annual increases in student achievement produced by NBPTS teachers and

George K. Cunningham; J. E. Stone

35

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

36

An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: professional values and practice—outcomes or opportunities?  

Microsoft Academic Search

This is an analysis of school tutors' assessments of aspects of Standard one, professional values and practice (DfES\\/TTA 2002) for secondary trainee teachers, together with interview data from a sample of trainee teachers and their school tutors\\/assessors. The paper examines teachers' interpretations of four sub?categories within this Standard and considers these in terms of three key questions:1.?How is the terminology

Jennifer Harrison

2006-01-01

37

Developing Professionally Competent Teachers.  

ERIC Educational Resources Information Center

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

Tulloch, Rodney W.

1978-01-01

38

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

39

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

40

Teacher Professional Development in Ohio.  

ERIC Educational Resources Information Center

This report examines teacher professional development in Ohio, highlighting the Local Professional Development Block Grant and the role of Local Professional Development Committees (LPDCs). Data come from nine school district case studies and surveys of school district treasurers. Funding sources are often restricted to a subject area, group of…

Ohio State Legislative Office of Education Oversight, Columbus.

41

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

ERIC Educational Resources Information Center

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

Moloney, Robyn

2009-01-01

42

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

Microsoft Academic Search

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

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

43

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

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

Clark, Todd

2006-07-01

44

Teacher Professionalism: The Wrong Conversation.  

ERIC Educational Resources Information Center

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

Coulter, David; Orme, Liz

2000-01-01

45

Teacher Educators: Hidden Professionals?  

ERIC Educational Resources Information Center

The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what "teaching" means in 21st century learning environments. These…

Livingston, Kay

2014-01-01

46

Secondary Teacher Certification Standards in Fifty States.  

ERIC Educational Resources Information Center

Minimum state standards for secondary school teacher certification are compared with standards set by the National Association of State Directors of Teacher Education and Certification (NASDTEC) and by the National Council for Accreditation of Teacher Education (NCATE). General and professional education requirements are reported. Inconsistences…

Weible, Tom; Dumas, Wayne

1982-01-01

47

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

48

Professional Behaviors for the Beginning Teacher.  

ERIC Educational Resources Information Center

Teachers must be more than effective classroom instructors; they must also be good employees and behave professionally. This article discusses issues related to teacher professionalism; positive attitude/friendliness; relationships with professionals, students, and parents; professional responsibilities outside the classroom; teachers as role…

Morehead, Michael A.

1998-01-01

49

Teacher Professional Continuum (TPC)  

NSF Publications Database

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

50

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

51

Emerging Professional Teacher Identity of Pre-Service Teachers  

ERIC Educational Resources Information Center

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

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

2011-01-01

52

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

53

Professional Development for Teachers of Reading.  

ERIC Educational Resources Information Center

This paper examines several topics as they relate to the education of practicing reading teachers, including: the state of reading achievement in the United States; teacher thinking and professional development; the history of professional development for teachers of reading; professional development policies and guidelines recommended by various…

Grant, Peggy A.; Young, Edyth E.; Montbriand, Cathy

54

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.

55

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

56

Teacher Efficacy and Teacher Professional Learning: Implications for School Leaders.  

ERIC Educational Resources Information Center

Examines urban high-school teachers' professional-development experiences through the lenses of personal teaching efficacy and professional learning, highlighting interview responses of 20 teachers with highest and lowest scores. Degree of personal teaching efficacy influences how individual teachers experience professional development. Programs…

Scribner, Jay Paredes

1999-01-01

57

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

58

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

59

Teacher Professional Development: Who Is the Learner?  

ERIC Educational Resources Information Center

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

Petrie, Kirsten; McGee, Clive

2012-01-01

60

Teacher Professionalism and Teacher Education in Hong Kong  

Microsoft Academic Search

The development and status of both teacher education and the teaching profession are strongly interlinked because, as Furlong\\u000a et al. (2000) has argued, the key elements of teacher professionalism and the fundamental nature of teachers’ work can be\\u000a most directly influenced by changing the knowledge, skills and values required of new teachers. Accordingly attempts to redefine\\u000a teacher professionalism and the

Paul Morris

61

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

62

Professionalism and the post?performative teacher: new teachers reflect on autonomy and accountability in the English school system  

Microsoft Academic Search

This paper explores the impact of the increasingly performative nature of the assessment of teachers’ performance in England leading to the introduction of Professional Standards for Teachers in 2007. It reports the findings of a small?scale study of newly?qualified primary school teachers in the context of literature on teacher identity, performativity and professional development. It suggests the possible emergence of

Chris Wilkins

2011-01-01

63

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

64

The Professional Development of Teachers in Australia.  

ERIC Educational Resources Information Center

Describes the concept of and various forms of professional development in Australia, examining the personal professional development plans required in some Australian states and focusing on the effectiveness of professional development, teacher response to professional development, and the dynamic interaction between three elements necessary for…

Ling, Lorraine M.; MacKenzie, Noella

2001-01-01

65

Teachers' Beliefs and Continuing Professional Development  

ERIC Educational Resources Information Center

Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

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

2013-01-01

66

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

67

Preparing "Professional" Science Teachers: Critical Goals.  

ERIC Educational Resources Information Center

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

Dass, Pradeep Maxwell

68

Teacher Leadership in a Professional Development School.  

ERIC Educational Resources Information Center

Findings from a study, which examined the development of leadership skills and roles among the teachers in a professional development school (PDS), indicate the emergence of a nontraditional teacher leadership paradigm at the PDS. In contrast to typical teacher leadership models, in which carefully selected and screened teachers are placed in…

Boles, Katherine; Troen, Vivian

69

Reforming Teacher Education through Professional Development Schools.  

ERIC Educational Resources Information Center

Multiyear study examines the teaching performance of teachers trained in the University of North Carolina Wilmington and Duplin County, North Carolina, professional development school (PDS) compared with teachers trained in a traditional teacher preparation program at the same university. Finds teachers trained in the PDS had higher overall…

Wait, Dan B.; Warren, Louis L.

2002-01-01

70

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

71

Kepler Mission IYA Teacher Professional Development Workshops  

NASA Astrophysics Data System (ADS)

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

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

2009-12-01

72

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

NASA Astrophysics Data System (ADS)

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

Slattery, W.; Lunsford, S.

2009-12-01

73

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

ERIC Educational Resources Information Center

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

Adajian, Lisa Byrd

1996-01-01

74

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

ERIC Educational Resources Information Center

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

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

75

Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative  

Microsoft Academic Search

Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the impact of professional development that is content-based, situated in

Eric R. Banilower; Daniel J. Heck; Iris R. Weiss

2007-01-01

76

Meeting NCATE Standard 4: One University's Plan to Help Preservice Teachers Develop the Knowledge, Skills, and Professional Dispositions Necessary to Ensure That All Students Learn  

ERIC Educational Resources Information Center

Standard 4-Diversity of the National Council for the Accreditation of Teacher Education (NCATE) requires that preservice teachers, or candidates, demonstrate and apply proficiencies related to diversity. To that end, preservice teachers need to develop the knowledge, skills, and dispositions to enable them to successfully work with diverse…

Kerr, Jo-Anne; Dils, Keith

2011-01-01

77

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

78

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

79

Parent Empowerment and Teacher Professionalism: Teachers' Perspective  

ERIC Educational Resources Information Center

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

Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

2008-01-01

80

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

81

Professional Standards into the Future  

ERIC Educational Resources Information Center

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

Harbon, Lesley

2009-01-01

82

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

83

Enhancing Professionalism? Teachers' Voices on Continuing Professional Development in Scotland  

ERIC Educational Resources Information Center

This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small-scale qualitative study into…

MacDonald Grieve, Ann; McGinley, Brian Peter

2010-01-01

84

Electronically Mentoring to Develop Accomplished Professional Teachers  

Microsoft Academic Search

With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of retaining\\u000a early-career teachers while simultaneously providing them with the support they need to develop into effective professionals.\\u000a Mentoring novice teachers by pairing them with experienced teachers in schools is a widely adopted practice for addressing\\u000a these needs; however, face-to-face mentoring is

Christopher R. Gareis; Sheryl Nussbaum-Beach

2007-01-01

85

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

ERIC Educational Resources Information Center

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

Norton, Priscilla; Sprague, Debra

86

Teacher Professional Development in Denmark.  

ERIC Educational Resources Information Center

Denmark's decentralized public primary and lower secondary "Folkeskole" system offers nine years of compulsory instruction, "class teachers" who coordinate other teachers, and students who remain in the same groups until graduation. A 1994 law issuing curriculum guidelines and committing teachers to team teaching will revolutionize teachers'…

Birkvad, Birgitte

1997-01-01

87

Professional Growth of Secondary English Teachers.  

ERIC Educational Resources Information Center

Reports on a study that was conducted to ascertain the content objectives that English/language arts teachers value and the instruction improvement needs they perceive, in the context of their current professional status. (HOD)

Vacca, JoAnne L.; Manna, Anthony L.

1985-01-01

88

Can Professional Development Make the Vision of the Standards a Reality? The Impact of the National Science Foundation's Local Systemic Change through Teacher Enhancement Initiative  

ERIC Educational Resources Information Center

Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the…

Banilower, Eric R.; Heck, Daniel J.; Weiss, Iris R.

2007-01-01

89

Curriculum Reform and Professional Development: A Case Study on Chinese Teacher Educators  

ERIC Educational Resources Information Center

This paper describes a study on teacher educators' professional development in the context of national curriculum reform in China. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. Also, it reviews the professional standards of teacher educators in some developed…

Zhu, Hong

2010-01-01

90

The Professional Development of Teachers in Malta.  

ERIC Educational Resources Information Center

Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

Bezzina, Christopher; Camilleri, Antoinette

2001-01-01

91

Guidelines for Professional Experiences in Teacher Education.  

ERIC Educational Resources Information Center

Guidelines, as developed by the Association of Teacher Educators (ATE), for professional experiences in education are presented. Revisions of these guidelines were conducted by the National Field Directors Forum, a special interest group of the ATE. The major purposes of professional experiences are to: (1) provide opportunities to relate…

Association of Teacher Educators, Reston, VA.

92

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

93

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

94

The Artistic and Professional Development of Teachers  

ERIC Educational Resources Information Center

During the past decade, the arts have been increasingly included in professional development programs 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…

Oreck, Barry

2004-01-01

95

Teacher as Writer: Entering the Professional Conversation.  

ERIC Educational Resources Information Center

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

Dahl, Karin L., Ed.

96

How Teachers Value and Practise Professional Learning  

ERIC Educational Resources Information Center

If teachers are to sustain engagement with the challenges involved in promoting Learning How to Learn in classrooms they need to continue learning, and to be supported to do so by their schools. This article addresses the research question, "How do teachers value and practise professional learning?" Data are reported from the ESRC TLRP Learning…

Pedder, David; James, Mary; MacBeath, John

2005-01-01

97

Teachers' Professional Development: Partnerships in Research  

Microsoft Academic Search

This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and in- service teachers through collaborative research in an English as a Foreign Language (EFL) setting. Studies have shown that teacher research has a profound effect on those who have done it, in some cases transforming classrooms and

Derin Atay

2006-01-01

98

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

99

The Professional Status of Community College Teachers.  

ERIC Educational Resources Information Center

Just as medical practitioners have professional associations to safeguard the public from poor doctoring, so too should the community college teaching profession be guided by a national association to oversee teachers' performance, especially given the tremendous role teachers play in an individual's development. Achieving the degree of…

Preece, Mary

100

Professional Learning Networks Designed for Teacher Learning  

ERIC Educational Resources Information Center

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

Trust, Torrey

2012-01-01

101

Teachers as Professionals: New Vistas.  

ERIC Educational Resources Information Center

Discusses four new trends that are changing the climate of the teaching profession: teaching centers; involvement of experienced teachers in training beginning teachers; merit pay; and new alliances with business, industry, and taxpayers. (MBR)

Ornstein, Allan C.

1985-01-01

102

Possibilities and Challenges: The National Board for Professional Teaching Standards.  

ERIC Educational Resources Information Center

Outlines possibilities and challenges for classroom teachers considering National Board for Professional Teaching Standards (NBPTS) certification and other concerned educators synthesized from the available research and educational publications, asserting that the tension between the normalizing effects of teaching standards and national…

Serafini, Frank

2002-01-01

103

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

104

Becoming a Professional Reading Teacher  

ERIC Educational Resources Information Center

Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook…

Aaron, P. G.; Joshi, R. Malatesha; Quatroche, Diana

2008-01-01

105

"Bound by Recognition": Some Thoughts on Professional Designation for Teachers  

ERIC Educational Resources Information Center

A recent move in the effort to professionalize teaching has been a call for a professional designation for teachers in some Canadian jurisdictions. While teacher certification or licensure seeks to protect public interest and is concerned about professionalism--the quality of teachers' work--professional designation is concerned with public…

Phelan, Anne

2010-01-01

106

Teachers' Professional Vulnerability and Cultural Tradition: A Chinese Paradox  

ERIC Educational Resources Information Center

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

Gao, Xuesong

2008-01-01

107

Taking an Investigative Stance in Using the Professional Standards in the Languages Classroom  

ERIC Educational Resources Information Center

The Professional Standards Project (PSP) is a nationally coordinated professional learning program for languages teachers, to improve the quality of languages teaching and, thereby, improve student learning. It is based on the use of the "Professional standards for accomplished teaching of languages and cultures" (hereafter, "the Standards") as a…

Farmer, Kylie

2009-01-01

108

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

109

Effects of sustained teacher professional development on the classroom science instruction of elementary school teachers  

NASA Astrophysics Data System (ADS)

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. Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council's report, Taking Science to School: Learning and Teaching Science in Grades K-8. The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom. This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.

Hauck, Nancy

110

Technology and Teacher Professional Development.  

ERIC Educational Resources Information Center

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

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

111

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

Microsoft Academic Search

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

Sherry Maureen Kreamer

2003-01-01

112

Intercultural Experience and Teacher Professional Development  

ERIC Educational Resources Information Center

This paper examines the effects of intercultural experience on teacher professionalism. The main methods for data collection consist of semi-structured interviews and survey questionnaires. Analysis of participants' experiences of Department for International Development's (DFID) English language teaching projects shows that intercultural…

Gu, Qing

2005-01-01

113

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

114

Effective Professional Development for Teachers: A Checklist  

ERIC Educational Resources Information Center

Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to…

Hunzicker, Jana

2011-01-01

115

Virtues, Teacher Professional Expertise, and Socioscientific Issues  

ERIC Educational Resources Information Center

This article develops the notion that virtues can be utilized as a means of understanding the professional expertise that science teachers demonstrate when they deal with socioscientific issues. Socioscientific issues are those contentious issues that connect science to the society in which it operates--environmental issues being a prime example.…

Melville, Wayne; Yaxley, Bevis; Wallace, John

2007-01-01

116

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

117

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

118

Implementing Professional Experiences to Prepare Preservice Science Teachers  

ERIC Educational Resources Information Center

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

Nuangchalerm, Prasart

2009-01-01

119

Teacher Educators' Constructions of Professionalism: A Case Study  

ERIC Educational Resources Information Center

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

Murray, Jean

2014-01-01

120

The assessment of ITT Standard One, Professional Values and Practice: measuring performance, or what?  

Microsoft Academic Search

The paper considers data in one Higher Education Institution (HEI) from written reports and from interviews with trainee teachers and their teachers charged with the assessment of one training standard for secondary Initial Teacher Training in England: Professional Values and Practice. It explores the extent to which four elements of this standard can be measured as outcomes of performance. It

Jennifer Harrison

2007-01-01

121

Delivering Standards-Based Professional Development Online.  

ERIC Educational Resources Information Center

Building on prior teacher workshops, online courses were developed to support classroom implementation of Ohio's English language arts standards by providing models of exemplary classroom practices and creating an online teacher community for sharing experiences and ideas. Although participants in the first course were primarily older teachers

Newton, Evangeline; Oswald, Ruth; Stuart, Denise

2002-01-01

122

Rethinking Initial Teacher Education for Further Education Teachers: From a standards?led to a knowledge?based approach  

Microsoft Academic Search

This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer?led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi?specialist and professional dimensions of professional practice and

Norman Lucas

2007-01-01

123

‘Shakespeare Reloaded’: teacher professional development within a collaborative learning community  

Microsoft Academic Search

This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and questions the extent to which professional development should be teacher initiated,

Linzy Brady

2009-01-01

124

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

125

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

126

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

127

The Teachers' Perspective on Teacher Professional Development Evaluation  

ERIC Educational Resources Information Center

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

Chen, Yu-Fen

2013-01-01

128

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

129

Standards for Elementary Teacher Certification: A Fifty-State Study.  

ERIC Educational Resources Information Center

Investigates minimum program standards established by all 50 state education agencies for preparation and certification of elementary school teachers. Results reveal a startling diversity about program requirements (general education versus professional education) likely to contribute to the development of excellent elementary school teachers. (RH)

Dumas, Wayne; Weible, Thomas

1984-01-01

130

A Case Study of Teacher Appraisal in Shanghai, China: In Relation to Teacher Professional Development  

ERIC Educational Resources Information Center

Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal…

Zhang, Xiao Feng; Ng, Ho Ming

2011-01-01

131

Communities of Practice and the Mediation of Teachers' Responses to Standards-based Reform.  

ERIC Educational Resources Information Center

Evaluated the usefulness of a sociocultural approach for analyzing teachers' responses to professional learning demands of standards-based reform policies through a case study of the practice of six teachers. Findings show that communities of teaching practice are sites for teacher learning and mediators of teacher responses to standards-based…

Gallucci, Chrysan

2003-01-01

132

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

133

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

134

Teacher Professional Development for the Less Commonly Taught Languages.  

ERIC Educational Resources Information Center

This report provides baseline data on professional development and training needs for teachers of less commonly taught languages (LCTLs). Surveys administered to LCTL teachers working in higher education addressed a range of issues relating to the following: the teaching context; the teacher's professional background and qualifications; the…

Johnston, Bill; Janus, Louis

135

A Study on Pertinent Influencing Factors on Teachers' Professional Identity  

ERIC Educational Resources Information Center

In order to evaluate the present state of teachers' professional identity (TPI), 177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors. The results reveals: (1) high professional identity for the overall level of teachers; (2) significant difference in genders…

Song, Guangwen; Wei, Shuhua

2007-01-01

136

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

137

A Design Framework for Online Teacher Professional Development Communities  

ERIC Educational Resources Information Center

This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

Liu, Katrina Yan

2012-01-01

138

Once Again SREB States Lead the Nation in National Board for Professional Teaching Standards Certification.  

ERIC Educational Resources Information Center

North Carolina and Florida lead the nation in total number of teachers with National Board for Professional Teaching Standards (NBPTS) certification. About 71 percent of all NBPTS certificates were awarded to teachers in Southern Regional Education Board (SREB) states in 2000-01. Seven SREB states were among the top 10 states in number of teachers

Southern Regional Education Board, Atlanta, GA.

139

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

ERIC Educational Resources Information Center

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

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

140

Research on Teacher Learning Communities: Implications for Professional Development for Mathematics Teachers in Rural Schools. Working Paper No. 25  

ERIC Educational Resources Information Center

Professional development for teachers of mathematics is changing dramatically. It is changing, in terms of content and pedagogy--because of the National Council of Teachers of Mathematics standards, which imply a more collaborative, constructive, and student-centered approach to instruction--and in terms of format--because of research on the…

Pendarvis, Edwina

2005-01-01

141

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

142

Standards for Art Teacher Preparation  

ERIC Educational Resources Information Center

The National Art Education Association (NAEA) is committed to ensuring student access to a highly qualified, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component to a 21st-century education. "Standards for Art Teacher Preparation" represents the…

National Art Education Association, 2009

2009-01-01

143

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

ERIC Educational Resources Information Center

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

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

2013-01-01

144

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

145

Teacher Efficacy and Teacher Professional Learning: What School Leaders Should Know.  

ERIC Educational Resources Information Center

This study examined teachers' professional development experiences through the lenses of personal teaching efficacy and professional learning. Initially, 45 academic teachers from three public urban high schools were selected to participate based on their reputations as excellent teachers and their core academic content areas. These teachers were…

Scribner, Jay Paredes

146

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

147

National Board for Professional Teaching Standards: 2008 Guide to National Board Certification  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) is an independent, nonprofit, nonpartisan, and nongovernmental organization that develops professional standards for early childhood, elementary, and secondary school teaching. National Board Certification signifies that a teacher or school counselor is accomplished, having met…

National Board for Professional Teaching Standards, 2008

2008-01-01

148

Staff Development: Standards That Influence Teacher Practice  

ERIC Educational Resources Information Center

Schools across the country are implementing professional development initiatives with the intent of improving student outcomes. Over the past twenty years the criterion for measuring professional development has shifted from identifying what schools quantify to how professional development impacts students' performance. Teachers are under a…

Brotherton, Steve; Kostine, Callista; Powers, Christine

2010-01-01

149

Staff Development: Standards that Influence Teacher Practice  

ERIC Educational Resources Information Center

Schools across the country are implementing professional development initiatives with the intent of improving student outcomes. Over the past twenty years the criterion for measuring professional development has shifted from identifying what schools quantify to how professional development impacts students performance. Teachers are under a…

Kostine, Callista

2010-01-01

150

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.

151

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

152

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

153

Teachers' Professional Development: An Analysis of the Use of Professional Development Plans in a Dutch School  

ERIC Educational Resources Information Center

Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to stimulate and support the professional development of…

Janssen, S.; Kreijns, K.; Bastiaens, T.; Stijnen, S.; Vermeulen, M.

2012-01-01

154

Division in the Ranks: Standardized Testing Draws Lines between New and Veteran Teachers.  

ERIC Educational Resources Information Center

Examines differences in new teacher and veteran teacher attitudes toward Virginia's Standards of Learning test. Finds that veteran teachers' attitudes are characterized by a perceived loss of power and professionalism. New teachers' attitudes are characterized by gains in collaborative opportunities and instructional freedom. (PKP)

Winkler, Amber

2002-01-01

155

Wider Professional Experiences: The Value of Pre-Service Teachers Learning in Wider Contexts  

ERIC Educational Resources Information Center

Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to "engage professionally" with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more "classroom" time (Australian Government, 2012). This paper explores…

Salter, Peta; Hill, Angela; Navin, Fiona; Knight, Cecily

2013-01-01

156

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

157

Are US Teachers Making the Grade?: A Proposed Framework for Teacher Evaluation and Professional Growth  

ERIC Educational Resources Information Center

Teacher evaluations are often designed to serve two purposes: to measure teacher competence and to foster professional development and growth. A teacher evaluation system should give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes…

Weems, Denise M.; Rogers, Carolyn B. H.

2010-01-01

158

Teachers' Professional Development: A Solitary or Collegial (Ad)venture?  

ERIC Educational Resources Information Center

The purpose of this study was to develop a theory for the relationship between primary school teachers' autonomy and collegiality and its impact on their professional development. In the first phase of the research, 39 teachers from 11 primary schools in Belgium were interviewed about autonomy, collegiality, and professional development. The…

Clement, Mieke; Vandenberghe, Roland

159

A Conversation of Teachers: In Search of Professional Identity  

ERIC Educational Resources Information Center

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools,…

Smit, Brigitte; Fritz, Elzette; Mabalane, Valencia

2010-01-01

160

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

161

Teachers' Beliefs about Using a Professional Development Plan  

ERIC Educational Resources Information Center

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

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

2013-01-01

162

State Policies to Improve Teacher Professional Development. Issue Brief  

ERIC Educational Resources Information Center

Each year, considerable resources are spent on professional development to build teacher knowledge and skills. Yet not much is known about its impact on student achievement. Research confirms that professional development can affect teacher practice, but research has yet to confirm if those changes in practice improve student learning.…

Grossman, Tabitha; Hirsch, Eric

2009-01-01

163

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

164

Teachers' Perceptions of Their Personal and Professional Development.  

ERIC Educational Resources Information Center

This study examined the perceptions of 15 elementary school teachers on their personal and professional development. In focused interviews, they were asked their perceptions of the characteristics of their personal and professional development and of the major influences on that development. The teachers' experience ranged from 4 to 28 years. The…

Burden, Paul R.

165

An Additional Word Regarding "The Teacher as a Service Professional"  

ERIC Educational Resources Information Center

In this article the author responds briefly to the three authors who reviewed his manuscript. Furthermore, he states that the service model that he proposed was not a compromise or a lesser goal for teachers than professional status; it was a more accurate and uplifting goal. The teacher as a service professional could have widespread support…

Myers, Donald A.

2008-01-01

166

Professional Development and Teacher Learning: Mapping the Terrain  

Microsoft Academic Search

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new

Hilda Borko

2004-01-01

167

Effects of Teacher Professional Development on Gains in Student Achievement  

NSDL National Science Digital Library

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

2009-07-11

168

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

169

Working with Teachers in Assessment-Related Professional Development  

NSDL National Science Digital Library

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

Sato, Mistilina

2003-01-01

170

Teacher Professional Development in "Teaching and Teacher Education" over Ten Years  

ERIC Educational Resources Information Center

A review of publications in "Teaching and Teacher Education" over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues…

Avalos, Beatrice

2011-01-01

171

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

ERIC Educational Resources Information Center

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

Chen, Jie-Qi; McCray, Jennifer

2012-01-01

172

Assessing professional behaviour: Overcoming teachers' reluctance to fail students  

PubMed Central

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

2014-01-01

173

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

174

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

175

Sustaining Teacher Commitment: The Role of Professional Communities.  

ERIC Educational Resources Information Center

Surveyed elementary teachers in magnet and non-magnet schools regarding: level of commitment, whether choosing to teach in a school created more commitment than being assigned, and indicators of professionalism related to commitment. Forming a community of learners significantly enhanced teacher commitment. In all situations, teachers who felt a…

Hausman, Charles S.; Goldring, Ellen B.

2001-01-01

176

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.

177

From Professional Development to System Change: Teacher Leadership and Innovation  

ERIC Educational Resources Information Center

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

Frost, David

2012-01-01

178

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

179

Teacher Professional Learning as the Growth of Social Capital  

ERIC Educational Resources Information Center

Teacher learning can be modeled in a variety of different ways. In this study, an analysis of teacher social capital was used to describe the effects of a school-wide professional development program. Social capital refers to the resources that teachers can access through peer collaboration to support their ongoing learning. Findings indicate that…

Johnson, Wesley; Lustick, David; Kim, MinJeong

2011-01-01

180

Characteristics of Teachers Participating in Voluntary Music Integration Professional Development  

ERIC Educational Resources Information Center

This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to…

Wagner, Diana; Baron, Jessica

2008-01-01

181

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

182

Teacher Research as Professional Development for P-12 Educators.  

ERIC Educational Resources Information Center

This paper examines systematic studies of teacher research as professional development activity, identifying specific aspects of this experience that relate to positive teacher and student learning. Section 1 discusses variations in teacher research related to motivation, structural conditions and context, study format and content, incorporation…

Zeichner, Ken; Klehr, Mary

183

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

184

Access to Continuous Professional Development by Teachers in England  

ERIC Educational Resources Information Center

This paper sets out to investigate issues of access to continuous professional development faced by teachers in England. Specifically, the paper attempts to understand the types of CPD activities that are offered to teachers, the types of activities in which teachers participated and whether a disconnect occurs between activities offered and those…

Opfer, V. Darleen; Pedder, David

2010-01-01

185

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

186

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

NASA Astrophysics Data System (ADS)

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

Camasta, Susan Fullett

187

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

188

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

189

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

NASA Astrophysics Data System (ADS)

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

Kiehl, Melissa Lynn

190

Reflecting on the Use of the "Professional Standards for Accomplished Teaching of Languages and Cultures"  

ERIC Educational Resources Information Center

The evaluation of the Professional Standards Project (PSP) highlights its success both as a set of resources that provided the catalyst for professional conversations and learning and the National and State processes of facilitation of these conversations and learning, as well as the classroom-based investigations undertaken by teachers. For the…

Scarino, Angela

2009-01-01

191

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

ERIC Educational Resources Information Center

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

Wermke, Wieland

2011-01-01

192

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

ERIC Educational Resources Information Center

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

Brooks, Caroline; DinanThompson, Maree

2013-01-01

193

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

194

Teacher Research Experiences, Partnerships with Scientists, and Teacher Networks Sustaining Factors from Professional Development  

ERIC Educational Resources Information Center

This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors…

Dresner, Marion; Worley, Elizabeth

2006-01-01

195

Professional Learning in the Lives of Teachers: Towards a New Framework for Conceptualising Teacher Learning  

ERIC Educational Resources Information Center

This interpretative study of teachers as learners explored the continuing professional learning of teachers in a range of Australian schools. While teacher learning is regarded as a cornerstone of school reform, knowledge of how and why teachers engage in ongoing learning is scant. Research participants completed an open-ended questionnaire about…

Cameron, Sandra; Mulholland, Judith; Branson, Christopher

2013-01-01

196

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

197

Great Expectations: The Impact of the National Board for Professional Teaching Standards  

ERIC Educational Resources Information Center

As the largest and most highly publicized initiative to improve teaching in American schools, the National Board for Professional Teaching Standards (NBPTS) has raised great expectations. It has created rigorous standards for teaching and a system to assess and certify teachers meeting these standards; it has promoted financial incentives to…

Boyd, William Lowe; Reese, Jillian P.

2006-01-01

198

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

199

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

200

Professional Development for Cooperating Teachers in India.  

ERIC Educational Resources Information Center

A workshop prepared cooperating teachers in India to host U.S. student teachers by familiarizing them with U.S. teacher education, the concept of clinical supervision, roles and responsibilities of cooperating teachers and supervisors, and evaluation methods. The influence of cultural factors on clinical supervision was addressed. (Contains 23…

Ramanathan, Hema

2002-01-01

201

Establishing Standards for Teacher Certification Tests.  

ERIC Educational Resources Information Center

Means of establishing standards for teacher certification tests are discussed. Focus is on the requirements and implications of the 1985 "Standards for Educational and Psychological Tests" and the 1978 "Uniform Guidelines on Employee Selection Procedures" that apply to the establishment of teacher certification test standards. (TJH)

Jaeger, Richard M.

1990-01-01

202

A Qualitative Analysis of Teacher Professional Learning and Teacher Work in Urban High Schools.  

ERIC Educational Resources Information Center

"Professional development" has become the panacea of 1990s reform efforts. However, understanding of the breadth, depth, and nature of teacher learning experiences remains limited. Using an embedded case study design, this paper examines the factors that motivate teachers to engage in development activities, the ways they experience professional

Scribner, Jay Paredes

203

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

204

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

205

Rethinking Professional Development: Building a Culture of Teacher Learning  

ERIC Educational Resources Information Center

This article describes a case study of an educational organization, the Big Picture Company, trying to implement a highly unusual school design. It offers a close look at its professional development strategies and how its comprehensive program helps create a culture where teachers can, and do, learn. I detail five professional development…

Klein, Emily J.

2007-01-01

206

Professional Experience as a Wicked Problem in Initial Teacher Education  

ERIC Educational Resources Information Center

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

Southgate, Erica; Reynolds, Ruth; Howley, Peter

2013-01-01

207

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

ERIC Educational Resources Information Center

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

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

208

Teachers and ICT: Exploring a Metacognitive Approach to Professional Development  

ERIC Educational Resources Information Center

Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a…

Phelps, Renata; Graham, Anne; Kerr, Berenice

2004-01-01

209

Professional Practice Schools: Linking Teacher Education and School Reform.  

ERIC Educational Resources Information Center

Professional practice schools are restructured public schools that are: (1) models of good practice; (2) responsible for education and socialization of teachers for new roles; and (3) designed to support ongoing research directed at improving practice. The seven essays in this book focus on the rationale for professional practice schools and the…

Levine, Marsha, Ed.

210

A Research Agenda for Online Teacher Professional Development  

ERIC Educational Resources Information Center

This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development…

Dede, Chris; Ketelhut, Diane Jass; Whitehouse, Pamela; Breit, Lisa; McCloskey, Erin M.

2009-01-01

211

Teachers' Professional Learning: The Role of Knowledge Management Practices  

ERIC Educational Resources Information Center

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

Niehoff, Karissa

2010-01-01

212

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

ERIC Educational Resources Information Center

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

Department of Education, Washington, DC.

213

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

214

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

215

K-12 Teacher Participation in Online Professional Development  

ERIC Educational Resources Information Center

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

McNamara, Catherine Louise

2010-01-01

216

Professionals or technicians? Teacher preparation programs and occupational understandings  

Microsoft Academic Search

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 field. Alternative training programs, conversely, are field based

Lorraine Evans

2010-01-01

217

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

218

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

219

Professional Learning Environment and Human Caring Correlates of Teacher Efficacy.  

ERIC Educational Resources Information Center

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

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

220

Teaching portfolios, community, and pre-service teachersprofessional development  

Microsoft Academic Search

This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most

Susan Wray

2007-01-01

221

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

222

Teacher Change in Response to a Professional Learning Project  

ERIC Educational Resources Information Center

This paper reports on change in teachers' perceptions of important elements of their role as teachers of mathematics at the conclusion of a two-year professional learning project. Analyses of written responses to survey items indicated shifts in four categories describing important elements of their role: teaching skills, knowledge, concepts;…

McDonough, Andrea; Clarkson, Philip; Scott, Anne

2010-01-01

223

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned  

Microsoft Academic Search

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

E. van der Flier-Keller; L. Yore

2010-01-01

224

Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools  

ERIC Educational Resources Information Center

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

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

2011-01-01

225

The Professional Development Needs of Hong Kong ESL Teachers  

ERIC Educational Resources Information Center

In the light of changing needs for the professional development (PD) of ESL teachers in Hong Kong, this study investigates current practice and future needs within the context of the implementation of educational reforms by the Hong Kong Government. A cohort of ESL teachers, members of a knowledge sharing community project, participated in a…

Mak, Barley

2010-01-01

226

Professional Development: Teachers Use of GIS to Enhance Student Learning  

ERIC Educational Resources Information Center

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

McClurg, Patricia A.; Buss, Alan

2007-01-01

227

Antecedents and Consequences of Teacher Organizational and Professional Commitment.  

ERIC Educational Resources Information Center

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

Somech, Anit; Bogler, Ronit

2002-01-01

228

Professional Commitment among Preservice Teachers: Updating the 'Mattress' Philosophy.  

ERIC Educational Resources Information Center

In 1986, 197 education majors at three universities were surveyed in a study of preservice teachers' perceptions of their chosen career, both in terms of professional commitment and of the level of desirability for their children to become teachers). Results are summarized. (JL)

Ciscell, Robert E.

1988-01-01

229

Implementing Teacher Competencies as a Professional Development Activity.  

ERIC Educational Resources Information Center

Two adult literacy teachers chose teacher competencies to develop as part of their professional action plans. They used the Self-Directed Staff Development Assessment instrument as a pre/post measure of their progress at novice, experienced, and master levels. The instrument proved a useful tool for identifying individual needs and strengths. (SK)

Wojcicki, Thomas P.

2003-01-01

230

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

231

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

232

The National Board for Professional Teaching Standards (NBPTS) Process: Who Applies and What Factors Are Associated with NBPTS Certification?  

Microsoft Academic Search

National Board Certification represents one of the most significant reform efforts in the area of teacher quality in the last two decades. Since the National Board for Professional Teaching Standards (NBPTS) certified its first round of teachers in 1995, approximately 32,000 teachers have become certified at a cost to the country of well over $300 million, yet no large-scale quantitative

Dan Goldhaber; David Perry; Emily Anthony

2004-01-01

233

Using National Board Standards To Redesign Master's Degrees for Teachers: A Guide for Institutions of Higher Education.  

ERIC Educational Resources Information Center

This monograph is designed assist to teacher preparation institutions that want to use standards of the National Board for Professional Teaching Standards (NBPTS) to help teachers prepare for their National Board Certification process and simultaneously improve their advanced programs for teachers. Part 1, "Rationale for Using NBPTS Standards as a…

Isenberg, Joan Packer

234

Transforming Teacher Education: Lessons in Professional Development.  

ERIC Educational Resources Information Center

This book investigates many aspects of educational reform, pivoting around an innovative master's degree program for teachers. After "Foreword" (David T. Hansen), there are 14 papers: (1) "Transforming Teacher Education" (Hugh T. Sockett); (2) "From Educational Rhetoric to Program Reality" (Hugh T. Sockett and Pamela C. LePage); (3) "Teacher as…

Sockett, Hugh T., Ed.; DeMulder, Elizabeth K., Ed.; LePage, Pamela C., Ed.; Wood, Diane R., Ed.

235

A Teacher's Professional Development through Action Research  

ERIC Educational Resources Information Center

Action research is a process that classroom teachers undertake to reflect upon and improve their own teaching. This study followed an elementary teacher's two-year experience with an action research project in which her middle school students played mathematical-related games. Through the teacher's involvement in this project, her core beliefs…

Sakshaug, Lynae E.; Wohlhuter, Kay A.; Lach, Tisa

2008-01-01

236

Cascade Training and Teachers' Professional Development.  

ERIC Educational Resources Information Center

Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

Hayes, David

2000-01-01

237

Effects of Professional Development on Teachers' Reading of Professional Journals, Knowledge, and Implementation of Best Practices in Literacy Instruction  

ERIC Educational Resources Information Center

In this quasi-experimental study, the researcher examined teachers' awareness of the five essential components of reading instruction, teachers' knowledge of the five essential components, teachers' use of professional journals, and teachers' implementation of best practices in the context of a professional development intervention model called…

Lloyd, Malinda Ann Hoskins

2010-01-01

238

The National Board for Professional Teaching Standards: Force or Farce for Masters of Education Programs?  

Microsoft Academic Search

This paper discusses the foundation and growth of the National Board for Professional Teaching Standards (NBPTS). It also examines the benefits and requirements of the NBPTS and how these standards may affect the continuum of teacher education programs, particularly with regard to aligning the programs to the five propositions. Current studies advocating change in masters programs in institutions of higher

Sandy S. Johnson

2001-01-01

239

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

240

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

241

Constructing new professional identities through self?study: from teacher to teacher educator  

Microsoft Academic Search

In this paper, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. It appears from the literature,

Judy Williams; Jason K. Ritter

2010-01-01

242

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

ERIC Educational Resources Information Center

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

Nuangchalerm, Prasart; Prachagool, Veena; Sriputta, Patcharee

2011-01-01

243

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

ERIC Educational Resources Information Center

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

Bogler, Ronit; Somech, Anit

2004-01-01

244

Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers  

ERIC Educational Resources Information Center

Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

Feng, Yan

2012-01-01

245

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

ERIC Educational Resources Information Center

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

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

2008-01-01

246

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

247

Teachers' and Preservice Teachers' Professional Goals and Motivation.  

ERIC Educational Resources Information Center

Expectancy-valence models are used most in the field of motivational psychology. However, teachers' motivation had not been studied by these models and only limited research exists assessing the expectancy and the valence constructs. This study's aim was to examine preservice teachers' and practicing teachers' motivation by the expectancy-valence…

Jesus, Saul Neves de

248

A Critical Analysis of Teachers' Perceptions of Relevant Factors in Mathematics Professional Development  

ERIC Educational Resources Information Center

The combination of the recent push for reform-based teaching and federal legislation has placed a renewed emphasis on professional development across all content areas. The development of content standards and the No Child Left Behind Act have created new expectations for students to achieve, as well as for teachers to utilize better teaching…

Cain, Judith S.

2010-01-01

249

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

250

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

ERIC Educational Resources Information Center

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

Cox, Teodora B.

2009-01-01

251

Urban Professional Development Working to Create Successful Teachers and Achieving Students  

ERIC Educational Resources Information Center

With the advent of No Child Left Behind Act of 2001, schools are being held accountable for measurable increases in student academic achievement as evidenced by performance on standardized tests. This movement has significant implications for the professional development of teachers who are ultimately responsible for ensuring that their…

Yost, Deborah S.; Vogel, Robert

2007-01-01

252

A journey within: Reflective practices of the National Board for Professional Teaching Standards process and its impact on personal and professional development  

Microsoft Academic Search

This study explores the nature of the National Board for Professional Teaching Standards (NBPTS) certification process. It is widely acknowledged in research that one of the most important factors affecting student achievement is the quality of the classroom teacher. This study focuses on a reflective inquiry approach to professional development as it relates to teaching practices and student learning. Descriptive

Sherry Cormier-Kuhn

2006-01-01

253

Positional Identity and Science Teacher Professional Development  

ERIC Educational Resources Information Center

The aim of this study was to understand the positional identity of three African American secondary science teachers. Positional identity was operationally defined in terms of race, ethnicity, economic status, gender, religion, and age. Positional identity was posited to inform why diverse teachers with differing knowledge and experiences in…

Moore, Felicia M.

2008-01-01

254

Secondary Teachers' Professional Uses of Computers.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate teachers' perceptions of the role computers play in their workplace performance. Subjects were 142 secondary public school teachers who responded to a 71-item questionnaire. Follow-up telephone interviews were conducted with 15 carefully selected subjects to provide more depth. Data were analyzed to…

Chiero, Robin T.

255

Professional Teacher Learning in Virtual Environments  

ERIC Educational Resources Information Center

This article is based on qualitative empirical research into the ways in which teachers view their experiences as learners in the context of an online tutor group who are studying for the mixed-mode Master of Teaching degree at the Institute of Education, University of London. Data collected from a stratified sample of teacher participants is…

Pachler, Norbert; Daly, Caroline

2006-01-01

256

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

Microsoft Academic Search

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

Christian Ostermeier; Manfred Prenzel; Reinders Duit

2010-01-01

257

High Leverage NASA Education & Public Outreach Teacher Professional Development Programs  

NASA Astrophysics Data System (ADS)

A critical component of NASA Education and Public Outreach (E/PO) programs is to educate K-12 classrooms teachers in science content, inquiry-based methods of science teaching, and exemplary curriculum materials. Typical NASA E/PO programs accomplish this through workshops at teacher conventions, short courses at colleges and universities, teacher camps during the summer, etc.. These programs are extremely valuable, but unfortunately they have a low ratio of number of teachers reached to time spent by E/PO professionals in developing and organizing the programs. We have addressed this problem in two ways. First, in partnering with organizations that already conduct extensive teacher professional development (PD) programs, such as the Lawrence Hall of Science, we can reduce the amount of time spent in preparing for our own programs. Second, we target our PD programs for teachers and administrators who are committed to conducting their own PD programs for their colleagues. In this way we can highly leverage the limited resources of a given E/PO program to impact far more teachers, and hence students, than could ever be reached personally by individual E/PO professionals.

Mendez, B. J.; Peticolas, L. M.; Schultz, G.; Craig, N.

2003-12-01

258

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

259

Participative intervention research: the development of professional programmes for in-service teachers  

Microsoft Academic Search

The Report of the Ministerial Committee on Teacher Education, A National Framework for Teacher Education in South Africa (2005), underlines the need for more attention to be given to the professional development of in-service teachers in South Africa. Many programme-related initiatives for the professional development of teachers have resulted from this report. However, it seems that some teachers view these

Petro du Preez; Cornelia Roux

2008-01-01

260

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

261

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

262

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

ERIC Educational Resources Information Center

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

Warren, Elizabeth A.; Miller, Jodie

2013-01-01

263

How Valid are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies  

Microsoft Academic Search

Six mini case studies of teachers certified by the National Board of Professional Teaching Standards (NBPTS) were completed using systematic classroom observations, individual teacher interviews, and semi-structured individual and focus group interviews with school site administrators and colleague teachers. Classroom teaching practices of six teachers (2 elementary, 2 middle\\/Jr. High, 2 High School) in a large southeastern urban district were

Jonelle E. Pool; Chad D. Ellett; Salvatore Schiavone; Charmaine Carey-Lewis

2001-01-01

264

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

265

Raising and Doubling "Standards" in Professional Discourse: A Critical Bid  

ERIC Educational Resources Information Center

In this article, a deconstructive "survol" of the term "standards" suggests that the concept contributes to an "outside-in" professionalism masquerading as "inside-out" professionalism. In examining a case of "standards" in action, the authors point out the inadequacy of "standards" as…

Stanley, Grant Edward; Stronach, Ian

2013-01-01

266

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

267

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

268

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

269

Teaching Practice in Initial Teacher Education: Its Impact on Student Teachers' Professional Skills and Development  

ERIC Educational Resources Information Center

This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional

Caires, Susana; Almeida, Leandro S.

2005-01-01

270

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

271

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

272

A Model for the Professional Development of Teachers of Thinking  

ERIC Educational Resources Information Center

Teaching for the development of students' thinking is not a straightforward matter. It requires pedagogical skills, which are different from those of normal good quality teaching for conceptual development. It follows that providing professional development (PD) for teachers of thinking is a "hard case"--we can learn much of general value to…

Adey, Philip

2006-01-01

273

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

ERIC Educational Resources Information Center

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…

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

2010-01-01

274

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

275

Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants  

ERIC Educational Resources Information Center

After more than a decade of funding from the "National Geographic Society," questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in geographic…

Kenreich, Todd W.

2004-01-01

276

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

277

Inquiry-Based Professional Development: Letting Questions Direct Teachers' Learning.  

ERIC Educational Resources Information Center

The feature article of this newsletter issue describes a course designed for the professional development of math teachers that uses inquiry-based classroom learning and presents articles on inquiry-based science and mathematics teaching. Other articles include: (1) "An Inquiry-Based Mathematics Classroom" (Lesley Lee); (2) "Teaching Science as…

Evans, Norma

2001-01-01

278

Constructing Personal and Professional Identity during Teacher Education.  

ERIC Educational Resources Information Center

This paper provides an overview of teaching as a gendered profession in Finland, focusing on recent research on teachers and their professional development. Currently, women are better educated than men in Finland, but they still do not achieve employment positions and salaries equal to those of men. Though there tend to be more female than male…

Vuorikoski, Marjo

279

Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development  

ERIC Educational Resources Information Center

The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

Yaffe, Elka; Maskit, Ditza

2010-01-01

280

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

281

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

ERIC Educational Resources Information Center

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

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

2011-01-01

282

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

283

Mentoring and Coaching for Teachers of Science: Enhancing Professional Culture.  

ERIC Educational Resources Information Center

Mentor programs provide an opportunity to foster a professional culture that focuses on improving the teaching, learning, and assessing of science as well as a means to retain highly qualified new and experienced teachers. This paper outlines key strategies, structures, policies, and practices that contribute to developing and sustaining quality…

Dunne, Kathy A.; Newton, Anne

284

Serving PE Teachers' Professional Learning Experiences in Social Circus  

ERIC Educational Resources Information Center

Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong. Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning…

Li, Chung

2010-01-01

285

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

286

Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools  

ERIC Educational Resources Information Center

How can we better educate disadvantaged urban students? Drawing on over five years' experience in a broad partnership involving twelve urban professional development schools in five districts, a teachers' union, a comprehensive public university, and several community-based organizations, the contributors to this volume describe how they worked…

Wong, Pia Lindquist, Ed.; Glass, Ronald David, Ed.

2009-01-01

287

The Role of Emotions in Student Teachers' Professional Identity  

ERIC Educational Resources Information Center

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

Timostsuk, Inge; Ugaste, Aino

2012-01-01

288

Joining Together To Prepare Teachers: Developing Professional Development Schools.  

ERIC Educational Resources Information Center

This paper provides information about creating Professional Development Schools (PDSs) linked with university teacher preparation programs. It focuses on PDS programs in three regions of the United States at very diverse institutions, noting what has been learned from their experiences. All of the PDS partnerships in Towson University, Maryland's…

Canty, June; Harriman, Nancy; Berkeley, Terry

289

Music Teacher Practice and Identity in Professional Development Partnerships  

ERIC Educational Resources Information Center

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

Conkling, Susan Wharton

2004-01-01

290

Medical Teachers' Professional Development--Perceived Barriers and Opportunities  

ERIC Educational Resources Information Center

This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level,…

Stenfors-Hayes, Terese; Weurlander, Maria; Dahlgren, Lars Owe; Hult, Hakan

2010-01-01

291

Authentic and Simulated Professional Development: Teachers Reflect What Is Modeled  

ERIC Educational Resources Information Center

Science is a dynamic discipline, representative of the nature of science. Yet, young science students continue to think everything is already discovered. In this study, we examine why students are not actively doing science. From professional development to student engagement, how are classrooms and students changing as we increase teachers'…

Hanegan, Nikki; Friden, Kelley; Nelson, C. Riley

2009-01-01

292

Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study  

ERIC Educational Resources Information Center

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

Reichert, Emily C.

2010-01-01

293

Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?  

ERIC Educational Resources Information Center

The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is…

Moran, Anne

2009-01-01

294

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

ERIC Educational Resources Information Center

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

Morowski, Deborah L.

2007-01-01

295

"Are PE Teacher Identities Fit for Postmodern Schools or Are They Clinging to Modernist Notions of Professionalism?" A Case Study of Norwegian PE Teacher Students' Emerging Professional Identities  

ERIC Educational Resources Information Center

The concept of the "professional teacher" is highly contestable, and the array of definitions that circulate in teacher education draw on competing theoretical and ideological positions. This paper explores what discourses about professionalism are currently available within Norwegian physical education teacher education (PETE) and, in particular,…

Dowling, Fiona

2011-01-01

296

An evaluation of a professional development course for secondary school science teachers: Chesapeake Watershed Ecology  

NASA Astrophysics Data System (ADS)

Concern about the quality of schools has grown to the point that it has become a national goal to improve education in the United States. Science education in particular has been under attack. Improvement requires not only changes in science content, but also in instructional approach. Implicit in this reform is an equally substantive change in professional development practice because too many science teachers are unprepared to meet these challenges. Unfortunately, courses to instruct secondary science teachers both in research techniques and instructional strategies are rare. Chesapeake Watershed Ecology, a professional development course, was created to meet this need. The course was evaluated within the framework of Stake's Countenance Model, using an objectives-based approach liberally embedded with qualitative methods. Research questions and findings focused on congruence between what was intended to occur and what was actually observed to occur before, during, and after instruction. Specifically, this formative study judged the effectiveness of the course at providing secondary science teachers with realistic research skills and strategies for the high school classroom. Research questions focused on 10 program features: teacher background, appropriate curriculum, resource availability, teacher participation, course choreography, classroom interactions, improved performance, teacher attitudes, intent of the teachers to use course activities in their own classrooms, and unexpected outcomes. Because nine of the ten features well exceeded criterion standards, the course was deemed effective and worthy of adoption. The findings of the evaluation led to four major implications beyond the course: (1) The Stake Model was an effective assessment tool that may be useful in other professional development course evaluations. (2) Chesapeake Watershed Ecology was an effective model for conceptual integration of scientific disciplines with pedagogical methods. (3) Developers of professional development courses need to insure against over-concentrated schedules. (4) School policy should address teacher concerns related to perceived administrative barriers to science field trips.

Wood, Barbara Bonsall

1997-12-01

297

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

298

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

NASA Astrophysics Data System (ADS)

Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers' beliefs about science and technology; supporting teacher learning by supporting teachers' examination of students' work; using technology to support teacher communities and social networks; and sustaining teachers' learning beyond formal professional development programs.

Higgins, Tara E.; Spitulnik, Michele W.

2008-10-01

299

Seeking Significance: The Lived Experience of Teachers Using Personal Professional Development Plans.  

ERIC Educational Resources Information Center

This paper presents some early findings from an ongoing study of teachers involved in a self-directed professional development plan. The four teacher participants discussed their past and present experiences with the self-directed professional development approach. The reflections of these teachers on the professional development experience and…

Gibbs, Michael H.

300

Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers  

ERIC Educational Resources Information Center

Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

McNicholl, Jane

2013-01-01

301

Professional Development in Texas for Gifted and Talented Teachers  

ERIC Educational Resources Information Center

The Region IV Education Service Center (ESC) in Texas has been delivering G/T professional development for almost two decades, and it has a great plan. Texas is one of 27 states that mandate full or partial gifted education. Accountability is provided through standards for professional development, which are outlined in the Texas State Plan for…

O'Neal, Judy

2004-01-01

302

Research on Professional Development Schools. Teacher Education Yearbook VII.  

ERIC Educational Resources Information Center

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

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

303

Designing e-Portfolios to Support Professional Teacher Preparation  

ERIC Educational Resources Information Center

Tu Tran, Robert Baker, and Margo Pensavalle present e-portfolio technology as an effective tool in teacher preparation. Because e-portfolios chronicle students' learning outcomes, they provide a picture of students' development that can be used in response to increased demands for assessment of student teachers and increasingly standards-based…

Tran, Tu; Baker, Robert; Pensavalle, Margo

2006-01-01

304

Virginia physical science teachers' content knowledge assessment and professional development preferences  

NASA Astrophysics Data System (ADS)

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are especially interested in programs which provide hands-on materials. Programs should be organized locally, enabling them to create collaborative teams. This study highlights the importance of professional development support for teachers who often lack an in-depth academic background in the physical sciences. This teacher input should inform program developers. In addition, inquiry into changing student SOL scores after teachers attend such programs could continue this line of inquiry.

Hendrick, M. Georgeann

305

Perceptions of the Role of the School Principal in Teacher Professional Growth  

ERIC Educational Resources Information Center

The purpose of this study was to investigate teacher and principal perceptions of the role of the principal in fostering teachers' professional growth. A Likert-type questionnaire was used to explore the ways 476 teachers and 135 principals see themselves as being supported in their professional growth. New and veteran teachers and principals…

Gimbel, Phyllis A.; Lopes, Lisa; Greer, Elizabeth Nolan

2011-01-01

306

Relation between Teachers' Professionalism and Job Attitudes, Educational Outcomes, and Organizational Factors.  

ERIC Educational Resources Information Center

This study investigated the relationship between teacher professionalism and educational process and outcomes, teachers' job attitudes and feelings, and school organizational factors. Surveys of primary principals, teachers, and students in Hong Kong indicated that primary school-level teachers professionalism positively related to students'…

Cheng, Yin Cheong

1996-01-01

307

Teacher Professional Learning in Mathematics: An Example of a Change Process  

Microsoft Academic Search

Debate about changes in teachers' beliefs and attitudes about mathematics teaching leads us to understand that these changes result from a teacher's personal experience. Professional learning in its various forms is an attempt to change teachers' practices in the classroom, and hence influence student learning outcomes. The paper uses the responses of one mathematics teacher involved in a professional learning

Pauline Rogers

308

A Case Study of Teachers' Professional Learning: Becoming a Community of Professional Learning or Not?  

ERIC Educational Resources Information Center

This paper describes a school's participation in a project designed to support critical reflection of teachers' beliefs about best practice in early childhood education, and how these beliefs and practices intersected with shifting policies and trends in the broader early childhood field. The "Professional Learning" Project (PL project), was…

Maloney, Carmel; Konza, Deslea

2011-01-01

309

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

ERIC Educational Resources Information Center

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

Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

2011-01-01

310

Emerging Considerations for Professional Development Institutes for Science Teachers  

NASA Astrophysics Data System (ADS)

This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

2004-04-01

311

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

312

Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom  

ERIC Educational Resources Information Center

Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development. Determining teacher preferences is an important component in professional development planning and the driving inquiry for…

Sauer, Eve R.

2011-01-01

313

The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers' Attitudes toward Their Professional Development Plans  

ERIC Educational Resources Information Center

The Professional Development Plan (PDP) is a specific professional development model situated within the teacher evaluation system being implemented in the Owen Public Schools (pseudonym). The purpose of this study was to investigate the influence of school culture, school goals, and teacher collaboration on teachers' attitudes toward their…

Sullivan, Laurie J.

2010-01-01

314

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

ERIC Educational Resources Information Center

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

Holbert, Romena M. Garrett

2011-01-01

315

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

316

Personal and professional development of teachers in family medicine.  

PubMed Central

While medical educators have devoted considerable effort to examining the optimal learning environment for teaching family medicine, less attention has been paid to "blocks" that prevent teachers of family medicine from being effective. This paper considers three major aspects of this problem: the personal and professional development of the teacher; blocks that impede this development; and the value of intervening in the teaching-learning process. These concerns are discussed in relation to an intervention program developed at the Byron Family Medical Centre, a family practice teaching unit affiliated with Victoria Hospital Corporation and the Department of Family Medicine, University of Western Ontario, London.

Brown, J B

1984-01-01

317

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.

318

Standardized Tests: A Teacher's Perspective  

ERIC Educational Resources Information Center

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

Blasi, MaryJane

2005-01-01

319

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

ERIC Educational Resources Information Center

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

Rahman, S. M. Hafizur

2011-01-01

320

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

321

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

322

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

323

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

324

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

325

The Cinematic Representation of the Personal and Professional Lives of Teachers.  

ERIC Educational Resources Information Center

Explains how one teacher educator used certain popular films depicting teachers or students to supplement assigned readings and explore with preservice teachers the relationship between the personal and professional lives of teachers, emphasizing the rich body of school texts for educators to explore with their student teachers. (SM)

Trier, James D.

2001-01-01

326

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

327

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

328

Becoming Political: A Dimension in Teachers' Professional Development. A Micropolitical Analysis of Teachers' Professional Biographies.  

ERIC Educational Resources Information Center

This study examined 10 elementary school teachers' narratives of their teaching experiences to determine the political aspects of that development, particularly the processes of control, power, dominance, conflict and ideology that interacted with the teacher's developing sense of the working conditions necessary for proper job performance. Data…

Kelchtermans, Geert; Vandenberghe, Roland

329

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

330

Professional Knowledge Competency Achievement of Agricultural Teachers with and without Preservice Teacher Preparation in Peninsular Malaysia. Summary of Research 56.  

ERIC Educational Resources Information Center

A study compared the professional knowledge competence of agricultural teachers with and without preservice teacher preparation in order to identify and describe selected characteristics of teachers of agricultural science in Peninsular Malaysia and to relate these characteristics to preservice teacher education. Data were collected through…

Nazri, Mohammed Ibrahim; Barrick, R. Kirby

331

Composing Standards and Composing Teachers: The Problem of National Board Certification.  

ERIC Educational Resources Information Center

Considers whether National Board for Professional Teaching Standards (NBPTS) certification is as much an evaluation of teachers writing about their teaching as it is of the teaching itself, exploring two NBPTS certificate candidates' experiences, analyzing problems inherent in NBPTS standards and writing difficulties in NBPTS portfolio entries,…

Burroughs, Robert

2001-01-01

332

Analyzing standards-based science instructional materials: An opportunity for professional development  

NASA Astrophysics Data System (ADS)

This phenomenological study focused on a group of teachers who applied the Analyzing Instructional Materials (AIM) Process and Tools to select standards-based instructional materials for science curriculum reform. The purpose of this study was to identify, based on teachers' beliefs, perceptions, and experiences, the conditions for supporting professional development that involve standards-based reform and the use of instructional materials that were developed with funding from the National Science Foundation (NSF). The design of this qualitative study involved a series of three separate in-depth interviews with six participants. A first person narrative profile of each participant was constructed from the interviews and analyzed. Three themes were represented in the data: a focus on teaming, professional development and the change and reform process. Teachers in this study believed that instructional materials needed to explicitly support concept development and students doing science in order to learn about inquiry. Participants thought NSF-funded instructional materials supported inquiry-based learning and the teacher as a facilitator of learning. Based on this study, one finding about standards-based reform is that selecting instructional materials can be a structured professional development opportunity. A second finding is that teachers' beliefs about standards-based reform and the use of materials can be influenced during the selection of high quality instructional materials. Participants in this study believed that selecting NSF-funded instructional materials was critical to changing the learning and teaching of science in their district. A third finding is that professional development can push teachers to think critically about the materials they use to teach students science. Teachers in this study believed that their experiences associated with learning and using AIM provided them opportunities for reflection and dialogue about how instructional materials could better support concept development and inquiry-based learning and teaching. Three implications for teacher learning and professional development based on this study include: structures and facilitation are needed to guide the change and reform process because of the time needed for adult learning, reform-oriented instructional materials can be used to support adult learning experiences, and the use of outside experts can be critical to supporting reform efforts within a district.

Short, James Bennett

333

How Valid Are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies.  

ERIC Educational Resources Information Center

Conducted mini case studies of teachers certified by the National Board for Professional Teaching Standards (NBPTS) using classroom observations, teacher interviews, and focus group interviews. Findings show considerable variation in the quality of teaching and learning associated with these teachers. Discusses implications for the validity of…

Pool, Jonelle E.; Ellett, Chad D.; Schiavone, Salvatore; Carey-Lewis, Charmaine

2001-01-01

334

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

335

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

336

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

337

Supporting Teachers' Use of Technology in Science Instruction through Professional Development: A Literature Review  

ERIC Educational Resources Information Center

Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development…

Higgins, Tara E.; Spitulnik, Michele W.

2008-01-01

338

Workforce Remodelling and Formal Knowledge: The Erosion of Teachers' Professional Jurisdiction in English Schools  

ERIC Educational Resources Information Center

This article employs the concepts of "professional jurisdiction" and "formal knowledge" to examine threats to teacher professionalism in England arising from the British government's "workload remodelling" policy to expand the numbers and remit of staff in schools without qualified teacher status. The connection between knowledge and professional

Wilkinson, Gary

2005-01-01

339

An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning  

ERIC Educational Resources Information Center

Professional development is a common and necessary approach to improving teacher quality. However, while teachers are required to participate in professional development activities, it is often the case that they are not involved in selecting and planning those activities, and that professional development may not be closely tied to classroom…

Colbert, Joel A.; Brown, Richard S.; Choi, SunHee; Thomas, Steven

2008-01-01

340

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

ERIC Educational Resources Information Center

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

Moreland, Amy Laphelia

2011-01-01

341

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

ERIC Educational Resources Information Center

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

Agbassekou, Hanouvi

2009-01-01

342

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

ERIC Educational Resources Information Center

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

Chien, Chin-Wen

2013-01-01

343

Workforce remodelling and formal knowledge: the erosion of teachersprofessional jurisdiction in English schools  

Microsoft Academic Search

This article employs the concepts of ‘professional jurisdiction’ and ‘formal knowledge’ to examine threats to teacher professionalism in England arising from the British government's ‘workload remodelling’ policy to expand the numbers and remit of staff in schools without qualified teacher status. The connection between knowledge and professional control is discussed. It is argued that the lack of a codified body

Gary Wilkinson

2005-01-01

344

Changing the professional knowledge and beliefs of teachers: A training study  

Microsoft Academic Search

The knowledge and beliefs in a domain constitute the cognitive “working capital” of the professional. Restructuring this professional knowledge, as is strived for in training or professional development, can be extremely difficult.In a training study with teachers as participants, it was tested (a) whether delivering training that is congruent with teachers' pre-existing ideas enhances their learning and performance in a

H. H. Tillema

1995-01-01

345

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

ERIC Educational Resources Information Center

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

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

2008-01-01

346

Scopes for Schools: A Program of Minority Outreach and Teacher Professional Development in Astronomy  

Microsoft Academic Search

The Scopes for Schools program is a low-cost, field-tested model for physicists and astronomers to conduct outreach, curriculum development, and teacher professional development in astronomy. The program is aimed at minority and other underserved students (but all students may participate), with an emphasis on curriculum development and on professional development for teachers. Teacher participants benefit from: inservice workshops which enhance

Keivan G. Stassun

2002-01-01

347

Four Important Lessons about Teacher Professional Development. Research on Middle School Renewal.  

ERIC Educational Resources Information Center

Four lessons about middle school teacher professional development are drawn from data collected from middle school teachers and administrators. Findings reveal that most middle grades teachers lack middle grade certification, professional development may be offered in many forms, a mismatch exists between availability of development activities and…

Flowers, Nancy; Mertens, Steven B.; Mulhall, Peter F.

2002-01-01

348

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

349

Personal Investments, Professional Gains: Strategies of African American Women Teacher Educators  

ERIC Educational Resources Information Center

As African American mothers and teacher educators, the authors' investment in teacher education is both personal and professional. The authors build upon these personal and professional investments in their teaching practices with primarily White pre-service teachers, in the hopes of better preparing them to teach African American children. This…

Dixson, Adrienne D.; Dingus, Jeannine E.

2006-01-01

350

Impact of Professional Learning Community Participation on Teachers' Thinking about Classroom Problems  

ERIC Educational Resources Information Center

Teacher education seems to exhibit a shift from product-oriented mode to social constructivist, process-oriented mode of working. The emergence of professional learning communities (PLCs) of teachers may be seen as one manifestation of this shift. PLCs are increasingly seen as an effective channel for teacher learning and professional development.…

Padwad, Amol; Dixit, Krishna K.

2008-01-01

351

Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?  

ERIC Educational Resources Information Center

Scholars and policymakers see improving teacher quality as a key way to improve student learning. While quality may be improved in a variety of ways for pre-service teachers, professional development is one of the few avenues by which quality can be improved for those teachers already in the teaching profession. But professional development, like…

Foster, John M.; Toma, Eugenia F.; Troske, SuZanne P.

2013-01-01

352

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

353

Questioning the Character and Significance of Convergence between Social Network and Professional Practices in Teacher Education  

ERIC Educational Resources Information Center

This paper captures and characterises the interplay between a group of student teachers' narratives of social network practice and their emergent professional practice with technologies. Teachers on an Initial Teacher Education programme in the UK spent a semester studying a module that synthesised university-based lectures with a professional

Turvey, Keith

2012-01-01

354

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

355

Towards a framework for a professional development programme: empowering teachers for context-based chemistry education  

Microsoft Academic Search

The aim of this study is to develop a framework for professional development programmes that empowers chemistry teachers to teach and design context-based chemistry curricula. Firstly, teachers involvement, their concerns and their professional development in several context-based curriculum innovations is discussed. Secondly, to develop such a framework, a theory for (teacher) learning is needed. From an overview of several theories

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

2009-01-01

356

Listening to Unheard Voices: Professional Development Reforms for Pakistani Tertiary Teachers  

ERIC Educational Resources Information Center

Fragmented, unfocused, and top down approaches to professional development are unrealistic, ineffective and do not promise anything significant to teachers and their contexts. This paper questions professional development for tertiary teachers in Pakistan. It does so from the perspectives of Pakistani tertiary teachers gained through a…

Chaudary, Imran Anjum; Imran, Shahida

2012-01-01

357

Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers  

Microsoft Academic Search

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers' perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers

Judith A. Morrison; Jeffrey C. Estes

2007-01-01

358

Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.  

ERIC Educational Resources Information Center

Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

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

2002-01-01

359

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

ERIC Educational Resources Information Center

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

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

2001-01-01

360

New Jersey Teacher Salaries Are Comparable to Professional Pay in Private Sector. Issue Brief No. 5  

ERIC Educational Resources Information Center

It is often said that public school teachers are poorly paid. At an average salary of about $60,000 a year, public school teachers in New Jersey take home substantially less pay than do many other college educated professionals. Teachers tend to work fewer hours in a year than do other professionals. Does the widespread assertion that New Jersey's…

Winters, Marcus A.

2010-01-01

361

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

362

Beyond the Lonely, Choosing Will: Professional Development in Teacher Thinking. Occasional Paper No. 131.  

ERIC Educational Resources Information Center

This paper aims to accomplish several purposes through conceptual analysis, story telling and interpretation, excursions into philosophy, and recent studies of teachers' professional development. First, the paper identifies limitations and confusions in current conceptions of teachers' professional thinking: equating teacher thinking with planning…

Buchmann, Margret

363

Challenges in Japanese Teachers' Professional Development: A Focus on an Alternative Perspective  

ERIC Educational Resources Information Center

In this paper we examine challenges of Japanese teachers' professional development which points to the essential change in in-service teacher training programs. Emphasis is placed here on an integrated model for professional development that should be deliberately designed to assist teacher training to construct an understanding of the spirit of…

Arani, Mohammad Reza Sarkar; Matoba, Masami

2006-01-01

364

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

365

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries  

ERIC Educational Resources Information Center

This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities. To the extent possible in a brief work, the handbook combines a global perspective--including…

Gaible, Edmond; Burns, Mary

2005-01-01

366

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

NASA Astrophysics Data System (ADS)

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

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

2011-12-01

367

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

NSDL National Science Digital Library

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

Urquhart, Mary; Bober, Kendra M.

2009-07-13

368

Professional Development for Teachers Working with Culturally and Linguistically Diverse Students: A Qualitative Study of Teacher Perceptions  

ERIC Educational Resources Information Center

The purpose of this qualitative study, "Professional development for teachers working with culturally and linguistically diverse students: A qualitative study of teacher perceptions," was to investigate general educators' perceptions of existing professional development activities in order to identify program attributes they perceive as likely to…

Rice Doran, Patricia

2010-01-01

369

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

Microsoft Academic Search

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

David Scott Lustick

2005-01-01

370

The Paradox of Administrative Control in Fostering Teacher Professional Development  

ERIC Educational Resources Information Center

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators…

Sandholtz, Judith Haymore; Scribner, Samantha Paredes

2006-01-01

371

New Teachers for a New Century: The Future of Early Childhood Professional Preparation.  

National Technical Information Service (NTIS)

New teachers for a New Century: The future of Early Childhood Professional Preparation was designed to fulfill three purposes: (1) to examine the nature and content of current early childhood professional preparation programs at the pre-service level, (2)...

2000-01-01

372

How can video supported reflection enhance teachers' professional development?  

NASA Astrophysics Data System (ADS)

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

McCullagh, John F.

2012-03-01

373

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

374

The Swaziland Agriculture Teacher Education Program as Perceived by Professionals in Agricultural Education.  

ERIC Educational Resources Information Center

Descriptive correlational research employing a mailed questionnaire was used to study perceptions of agricultural education professionals regarding Swaziland's preservice teacher education program in agriculture. Areas examined were student selection, student teaching, inservice education, teacher educators, coordination and linkage with other…

Miller, Larry E.; Dlamini, Barnabas M.

375

Connecting Changes in Secondary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop  

ERIC Educational Resources Information Center

This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…

Boston, Melissa D.

2013-01-01

376

Teacher Professional Development for Teaching Astronomy at the High School Level  

NASA Astrophysics Data System (ADS)

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

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

2002-09-01

377

Towards an Uncertain Politics of Professionalism: Teacher and Nurse Identifies in Flux.  

ERIC Educational Resources Information Center

Discusses nature of professional identity, focusing on teachers and nurses, and articulates view of "professional" as "caught between an 'economy of performance' and various 'ecologies of practice'." Rejects over-simplified understanding of "professional" identity and advocates embracing "ambivalence and contradiction" within professional

Stronach, Ian; Corbin, Brian; Stark, Sheila; McNamara, Olwen; Warne, Tony

2002-01-01

378

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

379

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

ERIC Educational Resources Information Center

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

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

2012-01-01

380

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.

381

Teaching Resources and teachers professional development: toward a documentational approach of didactics  

Microsoft Academic Search

We propose in this paper a theoretical approach of teachers' professional development, focusing on teachers' interactions with resources, digital resources in particular. Documents, entailing resources and schemes of utilization of these resources, are developed throughout documentational geneses occurring along teachers' documentation work (selecting resources, adapting, combining, refining them). The study of teachers' documentation systems permits to seize the changes brought

Ghislaine Gueudet; Luc Trouche

2010-01-01

382

Identifying professional development environment for mentor teachers at a Learning Centre  

Microsoft Academic Search

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 perform the role of mentor teachers to

2010-01-01

383

An Interview Analysis of Teachers' Reactions to Mathematics Reform Professional Development.  

ERIC Educational Resources Information Center

This study investigated teachers' opinions of the effectiveness of various professional development activities influencing their attention to students' thinking. The teachers' entry characteristics, nature of the activities themselves, and teachers' ratings of the activities are focused in the study. Teachers (n=110) were surveyed to rate each…

Cwikla, Julie

384

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

385

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

ERIC Educational Resources Information Center

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

Maskit, Ditza

2011-01-01

386

Voicing Teachers' Perspectives on Professional Development in Literacy Education through Narrative Inquiry  

ERIC Educational Resources Information Center

This article explores two beginning Canadian teachers' experiences of professional development in literacy education. Differences and parallel tensions between the Canadian teachers' and my own experiences as a teacher and teacher educator in Pakistan were identified through narrative inquiry. The significance of this article is found in the…

Syed, Kahlida Tanvir

2008-01-01

387

Foreign Language Professional Standards and CSL: Achieving the 5 C's  

ERIC Educational Resources Information Center

The professional standards in the field of foreign language pedagogy focus on communication, cultures, connections, comparisons, and communities. Using those 5 C's as a framework, the authors examine student success at satisfying those disciplinary standards through community service learning (CSL). Data is used to present a qualitative case…

Lear, Darcy W.; Abbott, Annie R.

2008-01-01

388

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

389

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

390

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

391

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

Microsoft Academic Search

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

Robert Butler

2010-01-01

392

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

393

What Teachers Need: Assessing the Professional and Academic Preparedness of Teachers for Their Roles as Political Educators.  

ERIC Educational Resources Information Center

In an effort to assess teacher preparation for political education, elementary and junior high school teachers in the metropolitan Atlanta area were surveyed to determine their backgrounds and professional needs for political/civic education. Three hundred and one teachers of fifth, sixth, and seventh grades responded to the questionnaire. The…

Hepburn, Mary A.

394

Ohio Teacher Professional Development in the Physical Sciences  

NSDL National Science Digital Library

An in-service teacher program held during the summers of 2004 and 2005 is described. This program, sponsored with state funds, drew a varied group of participants to learn Modeling Instruction in physics. The workshop leaders used the state science proficiency standards and physics education research (PER) results to guide many of the workshop's activities. In 2004, the participants experienced the Modeling mechanics curriculum while pretending to be students; in 2005, the teachers worked in small teams to develop Modeling-consistent units in other areas, often utilizing PER-based materials. Indications are that the experience was valuable to the teachers and that the workshop series should be offered for a new cohort.

Cervenec, Jason; Harper, Kathleen A.

2009-07-13

395

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

396

Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers  

NASA Astrophysics Data System (ADS)

This paper compares and contrasts the impacts of three professional development designs aimed at middle school Earth science teachers on how teachers plan and enact instruction. The designs were similar in their alignment to research-based practices in science professional development: each design was of an extended duration and time span, included follow-up support to teachers, and incorporated active learning approaches in the professional development. In addition, the designs had a high level of coherence with other reform activities and with local standards. The main difference among the designs was in the roles of teachers in designing, adopting, or adapting curriculum materials. Evidence from teacher survey and observation data indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding, but differences among programs was more evident in their impacts on instructional planning.

Penuel, William R.; McWilliams, Harold; McAuliffe, Carla; Benbow, Ann E.; Mably, Colin; Hayden, Margaret M.

2009-10-01

397

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.

398

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

399

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

400

Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?  

ERIC Educational Resources Information Center

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the…

Kane, Ruth G.; Francis, Andrew

2013-01-01

401

Virtual Schooling Standards and Best Practices for Teacher Education  

ERIC Educational Resources Information Center

The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. As teacher education departments build pre-service preparation programs, in-service professional development…

Ferdig, Richard E.; Cavanaugh, Cathy; DiPietro, Meredith; Black, Erik W.; Dawson, Kara

2009-01-01

402

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

403

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

404

Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery  

ERIC Educational Resources Information Center

In today's society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices. "Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery" features innovative…

Lindberg, J. Ola, Ed.; Olofsson, Anders D., Ed.

2009-01-01

405

A Curriculum of Open Possibilities: A New Zealand Kindergarten Teacher's View of Professional Practice  

ERIC Educational Resources Information Center

Thematic analysis of a continuous video record of a day in the life of a New Zealand kindergarten teacher, and of a narrative reconstruction of the day during a follow-up interview, yielded a view of early childhood professional practice as focused on a "curriculum of open possibilities". This paper discusses elements of the teacher's professional

Dalli, Carmen

2011-01-01

406

Mathematics Professional Development for Elementary Teachers: Building Trust within a School-Based Mathematics Education Community  

ERIC Educational Resources Information Center

Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and…

Sztajn, Paola; Hackenberg, Amy J.; White, Dorothy Y.; Allexsaht-Snider, Martha

2007-01-01

407

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

408

Reflecting on Reflection: A Case Study of One Teacher's Early-Career Professional Learning  

ERIC Educational Resources Information Center

Background: It is widely claimed that critical reflection upon experience is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about the benefits of reflection both for the teacher as person and professional; however, there is a lack of in-depth research on the reflective…

Attard, Karl; Armour, Kathleen

2006-01-01

409

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

410

The Challenge of Self-Regulated Learning in Mathematics Teachers' Professional Training  

ERIC Educational Resources Information Center

This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to…

Kramarski, Bracha; Revach, Tali

2009-01-01

411

Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments  

ERIC Educational Resources Information Center

Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context,…

Kramarski, Bracha; Michalsky, Tova

2009-01-01

412

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

413

What Do Teachers Need? Practitioners' Perspectives on Early Childhood Professional Development  

ERIC Educational Resources Information Center

Because of the link between teacher training and higher-quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers--including those in early care and education (ECE) settings--obtaining a minimum of a Bachelor's degree as part of their professional

Ackerman, Debra J.

2004-01-01

414

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

ERIC Educational Resources Information Center

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

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

2011-01-01

415

Online Discussion as a Potential Professional Development Tool for First-Year Teachers  

ERIC Educational Resources Information Center

The opportunity to engage in discussion with others about teaching issues is essential to a teacher's professional development, and can potentially be afforded through online discussions. The following study explored the use of online discussion as a way to engage beginning teachers in professional development. An investigation was conducted to…

Romano, Molly E.

2008-01-01

416

Supporting Improved Practice for Special Education Teachers: The Importance of Learner-Centered Professional Development  

ERIC Educational Resources Information Center

The limited use of evidence-based practices has led to increased interest in forms of professional development that improve teacher practice and student outcomes. Traditional forms of expert-centered professional development have been demonstrated to have little impact on teacher practices or student outcomes. Newer forms of learner-centered…

McLeskey, James

2011-01-01

417

Changing Junior High Resource Teachers' Concerns towards Inclusion through Professional Development  

ERIC Educational Resources Information Center

Based on special education teachers' lack of strategic professional development, as well as a lack of collaboration with general education teachers, students with disabilities are not making the expected benchmarks for academic achievement. Knowing there was a need for professional development, the purpose of this action research study using…

Davidson, Carter Joseph

2010-01-01

418

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

419

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

ERIC Educational Resources Information Center

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

Keay, Jeanne

2006-01-01

420

Creating a Circle of Learning: Teachers Taking Ownership through Professional Communities  

ERIC Educational Resources Information Center

Through the participation in professional learning communities, teachers can reinvigorate their teaching careers. Support systems like the National Writing Project allow teachers to build upon their own strengths, as well as learn from others across all grade levels and disciplines. While more traditional professional development options often…

Seglem, Robyn

2009-01-01

421

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

422

Broadening Landscapes and Affirming Professional Capacity: A Metacognitive Approach to Teacher Induction  

ERIC Educational Resources Information Center

The Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm their professional capacities as autonomous and collaborative professionals. A distinguishing feature of…

Cherubini, Lorenzo; Kitchen, Julian; Goldblatt, Patricia; Smith, Deirdre

2011-01-01

423

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

424

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

425

Lifelong Learning and the Professional Development of Geography Teachers: A View from Slovenia  

ERIC Educational Resources Information Center

Lifelong learning and continuing professional development (CPD) are considered important activities for geography teachers. However, research in Slovenia shows that many lose their enthusiasm for these activities when they leave university and enter professional practice. In Slovenia, whilst geography teachers have a sound undergraduate education,…

Kolenc Kolnik, Karmen

2010-01-01

426

Effectiveness of Professional Development Program on a Teacher's Learning to Teach Science as Inquiry  

ERIC Educational Resources Information Center

This is a study of a science teacher's beliefs concerning how a professional development program affect both the teaching strategies used and the beliefs professed influence classroom instruction after participating in the Iowa Chautauqua Professional Development program. The results of the study indicate that teachers often have problems with…

Akcay, Behiye

2007-01-01

427

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

428

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

429

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

ERIC Educational Resources Information Center

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

Taylor, Gerald D.; Miller, Peter J.

1985-01-01

430

Professional Development for Teachers of probability and Statistics: Into an Era of Technology  

Microsoft Academic Search

Summary The focus of this paper is the professional development of teachers of probability and statistics at school level. Within a world where the statistics curriculum is changing at school level, the professional development needs of teachers of statistics are changing and the technology to meet these needs is changing as well. This paper reviews the work in the field,

Jane M. Watson

1998-01-01

431

Does In-Service Professional Learning for High School Economics Teachers Improve Student Achievement?  

ERIC Educational Resources Information Center

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

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

2010-01-01

432

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

433

PROFESSIONAL LEARNING OF MIDDLE SCHOOL AND PRESCHOOL TEACHERS USING CONCEPT MAPPING  

Microsoft Academic Search

The purpose of this paper is to describe the professional learning of teachers as they acquire the knowledge and skill to use concept mapping for instructional planning, as an instructional strategy, and to assess children's conceptual knowledge. The professional learning involved middle school mathematics and science teachers as they used concept mapping to develop a summer camp program and preschool

Linda Goudy; Cheryl Fountain; Heather Monroe-Ossi

434

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

435

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

436

The National Mapping of Teacher Professional Learning Project: A Multi-Dimensional Space?  

ERIC Educational Resources Information Center

This essay focuses on the "National Mapping of Teacher Professional Learning" (2008), a report that we co-authored along with a number of other researchers on the basis of extensive surveys and interviews relating to the policies and practices of teacher professional learning in Australia. The report is an update of an earlier survey conducted by…

Doecke, Brenton; Parr, Graham

2011-01-01

437

Developing Teachers' Professional Expertise through Collaboration in an Innovative ICT-Based Learning Environment  

ERIC Educational Resources Information Center

Recent research emphasizes the context-specific nature of professional knowledge and expertise, implying that developing novel practices in authentic environments is a prerequisite for teachers' professional development. The aim of this study was to find out how teachers develop their practical knowledge and expertise through shared planning and…

Rasku-Puttonen, Helena; Etelapelto, Anneli; Lehtonen, Olli; Nummila, Leena; Hakkinen, Paivi

2004-01-01

438

ICT Professional Development for Teachers in Online Forums: Analysing the Role of Discussion  

ERIC Educational Resources Information Center

This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. Data reported in this paper are generated…

Prestridge, Sarah

2010-01-01

439

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

440

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.

441

Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-Tenure Teacher Educators Developing Professionally  

ERIC Educational Resources Information Center

This paper outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars. Evidence is…

Gallagher, Tiffany; Griffin, Shelley; Parker, Darlene Ciuffetelli; Kitchen, Julian; Figg, Candace

2011-01-01

442

Exploitation in Therapy and Counselling: A Breach of Professional Standards.  

ERIC Educational Resources Information Center

Discusses the factors underlying the use of therapy and counseling as a medium for therapist abuse. Examines the prevailing conditions for abuse to occur, how the therapist overcomes client resistance, and the implications for the maintenance of professional standards. (Author/GCP)

Hetherington, Angela

2000-01-01

443

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

444

Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers  

Microsoft Academic Search

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists.\\u000a Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices\\u000a were collected through interviews, surveys, and classroom observations. The findings show that the professional development\\u000a experience was positive, although one concern expressed by teachers

Judith A. Morrison; Jeffrey C. Estes

2007-01-01

445

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

Microsoft Academic Search

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and

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

2001-01-01

446

Factors Related to the Participation of Pennsylvania Agricultural Education Teachers in Professional Development Activities. Final Report.  

ERIC Educational Resources Information Center

A study examined factors related to the participation of Pennsylvania agricultural education teachers in professional development activities. Specifically, it sought to describe the relationship or differences between participation in professional development activities, professional attitude, and 22 selected demographic factors. A questionnaire…

Hall, David E.

447

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

448

Promoting Early Childhood Teacher Professionalism in the Australian Context: The Place of Resistance  

ERIC Educational Resources Information Center

The early childhood education (ECE) sector in Australia is marked by a habitus where "professionalism" is confined to objective, technical practices. The authors suggest that this is a diminished view of professionalism, and one that compromises high-quality ECE. This article is concerned with how teacher professionalism can be re-imagined and…

Fenech, Marianne; Sumsion, Jennifer; Shepherd, Wendy

2010-01-01

449

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

ERIC Educational Resources Information Center

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

Mahn, Holbrook; McMann, Dee; Musanti, Sandra

2005-01-01

450

Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies. Technical Report  

ERIC Educational Resources Information Center

This report is the third of a three-phase research study of teacher professional learning opportunities in the United States. In this third phase of the research, the authors conducted case studies of four professionally active states to get a deeper look at the policy frameworks that support professional development in those states. These…

Jaquith, Ann; Mindich, Dan; Wei, Ruth Chung; Darling-Hammond, Linda

2010-01-01

451

Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.  

ERIC Educational Resources Information Center

As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…

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

2003-01-01

452

Contextual Opportunities for Teacher Professional Learning: The Experience of One Science Department  

ERIC Educational Resources Information Center

In this article we investigate the changing context for teacher professional learning potentially afforded by the conceptual change from professional development to professional learning. Using a narrative case study methodology, we utilize the "Best Evidence Synthesis Iteration" developed by Timperley, Wilson, Barrar and Fung (2007) to analyse…

Melville, Wayne; Yaxley, Bevis

2009-01-01

453

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

454

First-Grade Teachers' Response to Three Models of Professional Development in Reading  

ERIC Educational Resources Information Center

The purpose of this study was to compare 1st-grade teachers' responses to professional development (PD) programs in reading that differed in means and degree of support for teachers' learning and efforts to improve their reading instruction. We compared 3 models of PD: the 1st model provided only seminars for the teachers, the 2nd model provided…

Carlisle, Joanne F.; Cortina, Kai Schnabel; Katz, Lauren A.

2011-01-01

455

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

ERIC Educational Resources Information Center

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

Tellez, Kip; Waxman, Hersh C.

2005-01-01

456

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

457

Jordanian and Malaysian science teachers' prominent perceived professional needs: A comparison  

Microsoft Academic Search

The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary-level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and

Jkamariah H. Abu Bakar; Peter A. Rubba; Audrey N. Tomera; Abdel Rahman Zurub

1988-01-01

458

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

ERIC Educational Resources Information Center

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

Kennedy, Aileen; McKay, Jane

2011-01-01

459

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

460

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

461

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

462

Professional Training for Teachers of the Gifted and Talented. 1984 Digest.  

ERIC Educational Resources Information Center

The digest addresses topics related to professional training for teachers of gifted and talented students. General responsibilities of such teachers include organizing enrichment activities for students and teachers, disseminating information about innovative teaching practices and materials, and promoting integration between regular and special…

Jenkins-Friedman, Reva; And Others

463

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

464

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

465

School Improvement and the Availability of Substitute Teachers in Ohio: An Irony of Professional Development.  

ERIC Educational Resources Information Center

Investigated the availability of qualified substitute teachers in Ohio and the impact of a shortage on school improvement efforts. Surveys of district superintendents indicated a shortage of qualified substitute teachers related to district policy and procedures and increasing professional development demands for regular teachers. This shortage…

Griswold, Phillip A.; Hughes, William

2000-01-01

466

Guiding Conceptions and Assessment Principles for The Praxis Series: Professional Assessments for Beginning Teachers(TM).  

ERIC Educational Resources Information Center

This paper discusses underlying beliefs about teaching that are related to the assessment of prospective teachers and elucidates some basic beliefs that are guiding the development of new types of assessments for new teachers. These new assessments are called "The Praxis Series: Professional Assessments for Beginning Teachers(TM)." Differences…

Dwyer, Carol Anne; Villegas, Ana Maria

467

Reflections on a Primary School Teacher Professional Development Programme on Learning English through Process Drama  

ERIC Educational Resources Information Center

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

To, Lai-wa Dora; Chan, Yuk-lan Phoebe; Lam, Yin Krissy; Tsang, Shuk-kuen Yvonne

2011-01-01

468

The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge  

Microsoft Academic Search

This article focuses on the Problem-Solving Cycle (PSC), a model of professional development designed to assist teachers in supporting their students' mathematical reasoning. Each PSC is a series of three interrelated workshops in which teachers share a common mathematical and pedagogical experience, organized around a rich mathematical task. Throughout the workshops, teachers delve deeply into issues involving mathematical content, pedagogy,

Karen Koellner; Jennifer Jacobs; Hilda Borko; Craig Schneider; Mary E. Pittman; Eric Eiteljorg; Kim Bunning; Jeffrey Frykholm

2007-01-01

469

New Teachers and Technology: Examining Perceptions, Habits, and Professional Development Experiences.  

ERIC Educational Resources Information Center

This study examined the technology-related perceptions, habits, and training/professional development experiences of first- and second-year teachers. The goal was to provide objective, research-based information on the preparedness of "new" teachers (as compared to "experienced" teachers) to implement various forms of technology to support…

Market Data Retrieval, Inc., Shelton, CT.

470

Possible Effects of Professional Development on Turkish Teachers' Self-Efficacy and Classroom Practice  

ERIC Educational Resources Information Center

The purpose of this study was to analyze the impact of a professional development (PD) program on teacher self-efficacy and classroom practice. Thirty-eight in-service teachers from a foundation school in Izmir participated in this study. Multiple sets of data for this study came from the Turkish teachers' sense of efficacy scale, classroom…

Bumen, Nilay T.

2009-01-01

471

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

472

Action Research in a Professional Development School Setting to Support Teacher Candidate Self-Efficacy  

ERIC Educational Resources Information Center

This paper discusses preservice teachers' use of action research in a Professional Development School setting. Preservice teachers were placed in a PDS site that focuses on internationalizing education and on teaching languages. The teacher candidates were in charge of planning, teaching, and assessing language instruction in their classrooms. The…

Shanks, Joyce; Miller, Lauren; Rosendale, Susannah

2012-01-01

473

Issues in Teacher Education and Professional Development in the United States: Implications for Australia.  

ERIC Educational Resources Information Center

In Australia at present, there is no central agency for the accreditation of teacher education courses. This paper examines the implications for Australian Schools of Education of the key issues of accreditation of courses and faculties, licensing of beginning teachers and advanced certification, and continuing professional development of teachers

Williams, Don

474

A Professional Experience Learning Community for Pre-Service Secondary Mathematics Teachers  

ERIC Educational Resources Information Center

This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The pre-service teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and…

Cavanagh, Michael S.; Garvey, Thomas

2012-01-01

475

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

476

Problem-Based Learning as an Effective Strategy for Science Teacher Professional Development  

ERIC Educational Resources Information Center

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers' content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured…

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Janet

2013-01-01

477

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

478

From "You" to "We": A Foreign Language Teacher's Professional Journey towards Embracing Inclusive Education  

ERIC Educational Resources Information Center

This qualitative case study explores how a novice foreign language teacher negotiated personal and professional identities and positioned herself and students in relation to classroom and broader cultural communities through pronouns. The participants included a Turkish teacher and six students at an American university. The teacher's use of…

Uzum, Baburhan

2013-01-01

479

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

480

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

ERIC Educational Resources Information Center

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

Altun, Taner

2013-01-01

481

The Relationship between Professional Learning Experiences of Novice Teachers and Student Achievement  

ERIC Educational Resources Information Center

Researchers have documented that schools can measure teacher effectiveness by student outcomes and that professional development is one pathway to ensure teacher success. However, there is still limited information identifying the learning opportunities for novice teachers that directly influence student performance. The purpose of this…

Hickey, Lynda D.

2009-01-01

482

Inservice teachers' implementation of the Science Writing Heuristic as a tool for professional growth  

NASA Astrophysics Data System (ADS)

According to the National Science Standards, science educators have been calling for the inclusion of inquiry-based approaches in science classrooms as a reform for science instruction. Teachers' reluctance to implement inquiry-based approaches may be attributed to the different interpretations of the underpinning theory. Any efforts to help teachers implement effective teaching approaches, therefore, should not target merely additive skills; rather, such efforts should foster fundamental changes of beliefs, knowledge, and habits of practice that teachers deeply hold. This study is a part of a bigger project known as the Science Writing Heuristic (SWH) Partnership Professional Development Project, conducted at Iowa State University in association with the Iowa Department of Education to help improve science teaching. The aim of the project is to help in service science teachers understand and apply a student-oriented instructional approach, using the SWH. The framework of the SWH emphasizes the role of classroom dialogical discussion in students' learning. The role of the teacher when implementing constructivist approaches represented in a student-oriented instruction, differs markedly from traditional approaches, and hence there is a need to study the changes in teaching practice when using this specific tool. The methodological framework of this study combined qualitative and quantitative methods. Interpretative case studies for 18 science teachers are presented. A triangulation strategy was used to provide support for the qualitative findings using three different data collection approaches: observation, questionnaire, and interviews. Quantitative data in the form of student performance on higher order conceptual questions and total test scores were collected. Teachers varied in their implementation of the SWH. Three criteria were constructed to define teachers' levels of implementation: epistemological belief, pedagogical practice, and teacher content knowledge. Different components were included within each criterion, with three scales used to rank each teacher's implementation within each criterion. The study is pointing to the importance of assisting science teachers with effective pedagogical strategies if there is to be an impact on students' performance on tests. This project was undertaken with partnerships between schools, Area Educational Agencies, and the University. Such partnerships need to be built to promote successful change to science teaching.

Omar, Sozan H.

483

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.

484

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

485

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

486

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

487

Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers--A Case Study  

ERIC Educational Resources Information Center

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the program; the…

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

2010-01-01

488

Professionalism and the Reform of Teachers and Teacher Education in the Republic of Korea & the United States of America  

ERIC Educational Resources Information Center

This paper compares how educational reform documents in Korea and the U.S.A. conceptualize teachers and teacher education and examines how, if at all, the discourses of one country appear to influence those of the other. Special attention is paid to the ways in which reform documents incorporate different conceptions of professionalism in framing…

Yeom, Minho; Ginsburg, Mark

2007-01-01

489

Authoring Professional Teacher Identities: A Journey from Understanding Culturally Responsive Teaching to Identifying as Culturally Responsive Teachers  

ERIC Educational Resources Information Center

The purpose of this qualitative study was to examine the ways in which four elementary preservice teachers came to understand culturally responsive teaching and began authoring their professional teacher identities. It examined the influence of course work and internship at a culturally and linguistically diverse school on their understandings and…

Tschida, Christina Marie

2009-01-01

490

Implementing Teacher-Centred Online Teacher Professional Development (oTPD) Programme in Higher Education: A Case Study  

ERIC Educational Resources Information Center

Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of usable knowledge for teaching. In response to this challenge, we developed a series of teacher-centred…

Cho, Moon-Heum; Rathbun, Gail

2013-01-01

491

Scientist-teacher partnerships as professional development: An action research study  

NASA Astrophysics Data System (ADS)

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 Harris

492

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

493

The advent of clinical standards for professional liability.  

PubMed

The development of clinically based written standards to reduce the frequency and severity of medical malpractice loss appears to be gaining in popularity among provider specialty groups and professional liability underwriters. To date, such standards have addressed problems in specialties such as obstetrics and anesthesia where dollar losses associated with malpractice claims have been high. Guidelines can be developed and used by providers on a purely voluntary basis or mandated on an involuntary basis by third parties such as malpractice insurance companies or legislators. Because the advent of risk-control standards is a relatively new phenomenon, formal scientific studies on the long-term benefits of such guidelines have not yet been published. However, it appears that sharp reductions of malpractice losses in specialties such as anesthesia have coincided with the implementation of formal written standards specifically designed for liability control. This has led some liability insurance carriers to decrease premiums associated with specialists following such standards. Many providers are understandably concerned about the potential use of written standards by plaintiff attorneys in medical malpractice suits. Although it is possible that such policies and guidelines could be admitted into evidence to show that a provider breached the legal duty or standard of care owed to a patient, it is uncertain whether these risk-control standards could ultimately pass the evidentiary rules of relevancy or materiality in a given lawsuit. It is clear, however, that the consensus-based process of creating clinical standards and guidelines specifically for controlling professional liability losses is itself a powerful and emerging standard for health care risk management programs. PMID:2110357

Holzer, J F

1990-02-01

494

State Standards for the Licensure of Secondary Social Studies Teachers.  

ERIC Educational Resources Information Center

Reports on a follow-up study on the status of standards for the initial licensure of secondary social studies teachers in the 50 states. Argues that, in spite of recent calls for reform in teacher education, there is no evidence that state agencies have been dissatisfied with existing standards. (Author/DB)

Dumas, Wayne; And Others

1990-01-01

495

Standards for the Preparation of Social Studies Teachers.  

ERIC Educational Resources Information Center

Reports the revision of the 1983 National Council for the Social Studies Standards for Preparation of Social Studies Teachers. Recommended guidelines include suggestions that teacher education programs be challenging, have high standards for admission, and include well-supervised field experiences. Included also are recommendations for program…

Dumas, Wayne; And Others

1988-01-01

496

Professional Technical Standards in Colleges and Schools of Pharmacy  

PubMed Central

Objective To determine the prevalence, characteristics, and use of professional technical standards among colleges and schools of pharmacy accredited by the Accreditation Council for Pharmacy Education (ACPE). Methods The Web site of every college and school of pharmacy accredited by ACPE was searched to identify information regarding the availability, content, and use of technical standards and to obtain demographic information. Results Information was obtained from all of the 114 colleges and schools of pharmacy and 67 (59%) had technical standards in place. Common themes for technical standards were: observation; communication; motor; intellectual, conceptual, integrative and quantitative abilities; and behavioral and social attributes. Of those colleges and schools with technical standards, 61 (91%) had standards that addressed all 5 of these themes and 34 (51%) specified that the technical standards were used in their admission, progression, and graduation procedures. Conclusion More than half of the colleges and schools of pharmacy examined in this study have technical standards; however, 41% have yet to develop and implement them. Colleges and schools of pharmacy looking for guidance in technical standards development could use the technical standards themes identified in this study.

Berry, Tricia M.; Chichester, Clinton O.; Sanoski, Cynthia A.; Woodward, Donald A.; Worley, Marcia M.; Early, Johnnie L.

2011-01-01

497

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

NASA Astrophysics Data System (ADS)

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

Schuster, D. A.

2005-12-01

498

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

499

Professional Development in the Accountability Context: Building Capacity to Achieve Standards  

ERIC Educational Resources Information Center

For professional development to be effective as an accountability policy mechanism, it must address challenges posed by accountability while also building teachers' capacity to change. This article details the role of professional development in the accountability system and provides a review of literature on effective professional development,…

Hochberg, Eric D.; Desimone, Laura M.

2010-01-01

500

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