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1

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

2

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

3

Standards for Professional Development for Teachers of Science  

NSDL National Science Digital Library

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

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

2011-05-31

4

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

ERIC Educational Resources Information Center

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

Tummons, Jonathan

2014-01-01

5

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs California Commission on Teacher Credentialing September 6, 2001  

E-print Network

Commission on Teacher Credentialing September 6, 2001 APPENDIX A Teaching Performance Expectations #12Standards of Quality and Effectiveness for Professional Teacher Preparation Programs California;Standards of Quality and Effectiveness for Professional Teacher Preparation Programs California Commission

de Lijser, Peter

6

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

7

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

8

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

NASA Astrophysics Data System (ADS)

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

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

2011-08-01

9

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

10

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

11

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

ERIC Educational Resources Information Center

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

Koster, B.; Dengerink, J. J.

2008-01-01

12

Teachers for Language Minority Students: Evaluating Professional Standards.  

ERIC Educational Resources Information Center

The purpose of this discussion is to utilize data generated by the policy debate regarding the education of language minority students in the United States in order to assess current understanding of who the students are that teachers are serving, what types of instruction these students are presently receiving, and what types of teachers are…

Garcia, Eugene

13

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

14

Improving Pre-Service Elementary Teachers' Self-Reported Efficacy for Using the Professional Teacher Standards in Health Education  

ERIC Educational Resources Information Center

Background: The effectiveness of health education methods courses for pre-service elementary teachers has not been assessed for improving the pre-service elementary teacher's self-efficacy for using the professional teacher standards in health education (PTSHE). Methods: A quasi-experimental design was used to assess pre-service elementary…

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

2014-01-01

15

Teachers' Perceptions of Professional Standards: Their Importance and Ease of Implementation  

ERIC Educational Resources Information Center

Accreditation of teacher education programs by professional organizations, such as National Council for the Accreditation of Teacher Education (NCATE)/Council for Exceptional Children (CEC), was developed to meet two key goals: (a) to monitor teacher accountability for student learning, and (b) to monitor the quality of teacher preparation among…

Zionts, Laura T.; Shellady, Suzanne M.; Zionts, Paul

2006-01-01

16

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

ERIC Educational Resources Information Center

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

Montoro, Vincent

2012-01-01

17

Preservice and Professional Standards.  

ERIC Educational Resources Information Center

This paper, prepared for the September 5, 1968, National Education Association (NEA) Staff Conference, presents the NEA position, program, and strategy with regard to preservice and inservice teacher education and professional standards. Introductory remarks include a list of seven priorities which form the "framework of context of the NEA…

Edelfelt, Roy

18

Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey  

ERIC Educational Resources Information Center

Although a great deal of attention has been given to the nature of teaching and the qualities a good teacher ought to possess, there has been little emphasis on the specific characteristics and competencies that teacher educators should have. This paper discusses whether setting explicit standards for teacher educators would help or hinder efforts…

Celik, Servet

2011-01-01

19

Accomplishing the Visions for Professional Development of Teachers Advocated in the National Science Education Standards  

ERIC Educational Resources Information Center

The National Science Education Standards include suggested visions for changing staff development programs for preparing new teachers and working with inservice teachers. Analyzing the visions for the most successful programs precedes the identification of programs that best match the NSES visions. The National Science Teachers Association is…

Yager, Robert E.

2005-01-01

20

The Policy-Making Influence of Teacher Educators on Professional Teaching Standards Boards.  

ERIC Educational Resources Information Center

A survey examined the perceived influence of teacher educators on the 13 autonomous state teaching standard boards now in existence. A total of 125 board members, selected at random from the directories of the boards, received the mailed survey, and 73 percent responded. According to the results, all non-teacher educator board members rated the…

King, Dan L.; Taylor-King, Sheila

21

Professional development for science teachers.  

PubMed

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness. PMID:23599481

Wilson, Suzanne M

2013-04-19

22

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

23

Guidelines for Professional Development of Online Teachers: Based on the SREB "Standards for Quality Online Teaching"  

ERIC Educational Resources Information Center

Working with member states, SREB developed the nation's first Standards for "Quality Online Teaching," which define the qualifications of a quality online teacher and the standards needed for academic preparation, content knowledge, online skills and delivery. Building on those standards, this report presents extensive guidelines that can assist…

Glowa, Elizabeth

2009-01-01

24

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

25

THE STANDARD FOR INITIAL TEACHER EDUCATION 1 Professional Knowledge and Understanding  

E-print Network

, social and health education; and ICT, as appropriate to the sector and stage of education. Acquire, and justify what they teach. Communicate effectively, using a variety of media, to stimulate pupils and improve teaching and to improve standards of attainment. 4 Professional Reflection and Communication

Ainsworth, Mark

26

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

27

Professional Issues for Primary Teachers  

ERIC Educational Resources Information Center

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

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

2004-01-01

28

Standards for Reading Professionals. Revised.  

ERIC Educational Resources Information Center

A revision of a 1992 publication, this booklet presents standards intended to assist in the establishment and evaluation of programs of teacher preparation, to guide the assessment of the qualifications of literacy professionals, and to inform private and state agencies, policymakers, and the general public as they shape literacy instruction now…

International Reading Association, Newark, DE.

29

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

ERIC Educational Resources Information Center

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

Balbach, Amy Beth Mackie

2012-01-01

30

Teacher Professional Leadership in Support of Teacher Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

31

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

32

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

33

Professional Socialization and Teacher Autonomy.  

ERIC Educational Resources Information Center

A study examined how new teachers become socialized into their profession and how this socialization process affects their attitudes toward professional autonomy. A pretest-posttest correlation design was used to investigate the effects of both organizational evaluators' attitudes and prevailing school-staff climate on teacher attitudes toward…

Edgar, Donald E.; Brod, Rodney L.

34

Juggling Educational Needs and Political Realities in Canada: National Standards, Provincial Control, and Teachers' Professionalism.  

ERIC Educational Resources Information Center

Begins with a review of Canadian science education and the status of science standards development across Canada. Focuses on Ontario and a curriculum restructuring project taking place there. Contains 27 references. (DDR)

Orpwood, Graham

1995-01-01

35

Teacher Professional Identity Under Conditions of Constraint  

Microsoft Academic Search

When we as researchers write about the impact of recent educational reform on teacher’s work and sense of professional identity\\u000a we often seem to infer that the constraints which operate on teacher professional autonomy are relatively new. However, the\\u000a struggle for control over teachers and teacher’s work is a long-term rather than a new phenomenon (Reynolds, 2005). Teachers\\u000a have long

Marilyn Osborn

36

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

37

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

ERIC Educational Resources Information Center

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

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

2014-01-01

38

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

39

Teachers' Professional Development: An Israeli Perspective.  

ERIC Educational Resources Information Center

Examines three models of teacher professional development in Israel. One model emphasizes higher academic studies, one is a school-based organizational model that ties faculty development to school reforms, and one emphasizes a teacher-led personal route to professionalism in teachers' own classrooms. The paper examines means of support available…

Zuzovsky, Ruth

2001-01-01

40

Professional Isolation and Stress in Teachers.  

ERIC Educational Resources Information Center

The aim of this study was to analyze the relationship between professional isolation and occupational stress in teachers. A systematic random sample of 1158 French Canadian teachers were administered French Canadian versions of the "UCLA Loneliness Scale and Teacher Stress Inventory." Professional isolation was measured by the subjects' responses…

Dussault, Marc; And Others

41

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

42

Professional isolation and occupational stress in teachers.  

PubMed

The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways to reduce professional isolation of teachers. PMID:10408217

Dussault, M; Deaudelin, C; Royer, N; Loiselle, J

1999-06-01

43

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

44

Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism  

ERIC Educational Resources Information Center

As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high…

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

2014-01-01

45

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

46

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

47

Teachers' professional development in vocational education with technology integration  

Microsoft Academic Search

Vocational teachers today face the challenge of utilizing and integrating computers and related technologies into their instruction in a manner that enhances student learning and achievement. Based on International Society for Technology in Education (2000) standards, teachers should demonstrate understanding of technology operation and concepts, implement curriculum plans to maximize student learning, and use technology to enhance productivity and professional

Chien-Chih Lee

2002-01-01

48

Teacher Professionalization: Motivational Factors and the Influence of Age  

ERIC Educational Resources Information Center

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

Hildebrandt, Susan A.; Eom, Minhee

2011-01-01

49

Perform or Else: The Performative Enhancement of Teacher Professionalism  

ERIC Educational Resources Information Center

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

Liew, Warren Mark

2012-01-01

50

Assessment of Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

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

Torff, Bruce; Sessions, David; Byrnes, Katherine

2005-01-01

51

Professional Development School and Teacher Preparedness: Perceptions of Student Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…

Watson, Sandy White

2004-01-01

52

Professionally Developing as a Teacher Educator  

ERIC Educational Resources Information Center

There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

Loughran, John

2014-01-01

53

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

54

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

55

Perceived Importance of District Developed Teacher Evaluation Standards and Criteria as Measured by Teacher Values Survey  

ERIC Educational Resources Information Center

In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice,…

Davis, Jan Ellen Pfeiffer

2011-01-01

56

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.

57

Advanced Skills Teachers: Professional Identity and Status  

ERIC Educational Resources Information Center

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

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

2013-01-01

58

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

59

Schooling Teachers: Professionalism or Disciplinary Power?  

ERIC Educational Resources Information Center

Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However,…

Bourke, Terri; Lidstone, John; Ryan, Mary

2015-01-01

60

Teachers' Professional Discretion and the Curricula  

ERIC Educational Resources Information Center

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

Boote, David N.

2006-01-01

61

Multiplying the Effect of Professional Development: Teachers Training Teachers  

ERIC Educational Resources Information Center

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

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

2013-01-01

62

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

63

Kepler Mission IYA Teacher Professional Development Workshops  

Microsoft Academic Search

NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to

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

2009-01-01

64

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

65

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.

66

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

67

Teachers' Perception Levels of Activities Directed towards Professional Progress  

ERIC Educational Resources Information Center

This research tries to bring up teachers' opinions about Professional progress. This research aims at revealing the problems about how the teachers perceive Professional progress activities corrected with the opinions of teachers who work at primary schools. This research is designed with the model of survey is realized on 108 teachers who Works…

Bayindir, Nida

2009-01-01

68

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

69

Vocational Teacher Professional Development. Practice Application Brief No. 11.  

ERIC Educational Resources Information Center

Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities…

Brown, Bettina Lankard

70

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

71

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

ERIC Educational Resources Information Center

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

Ticknor, Anne Swenson

2014-01-01

72

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006  

Microsoft Academic Search

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

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

2010-01-01

73

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

74

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

75

Consumer and professional standards: working towards consensus  

Microsoft Academic Search

Standards of treatment and care should be acceptable to healthcare consumers as well as to healthcare professionals. A simple categorisation of standards according to their acceptability to consumers is outlined. Professional\\/consumer groups which review and set standards are discussed, with emphasis on the principles of partnership. Working together towards consensus can be difficult but is now an important way forward.

Charlotte Williamson

2000-01-01

76

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

NSDL National Science Digital Library

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

Roehrig, Gillian; Donna, Joel D.; Sato, Mistilina

2009-02-21

77

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

78

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

79

The Arctic Climate Modeling Program: Professional Development for Rural Teachers  

ERIC Educational Resources Information Center

The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

Bertram, Kathryn Berry

2010-01-01

80

Networked Teacher Professional Development: The Case of Globaloria  

ERIC Educational Resources Information Center

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

Whitehouse, Pamela

2011-01-01

81

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

82

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

83

Online Communities and Professional Teacher Learning: Affordances and Challenges  

Microsoft Academic Search

This chapter examines online communities for professional teacher learning, in the context of a mixed-mode practice-based Masters degree, the Master of Teaching. It problematises key principles for designing collaborative learning online, aimed at developing teachers' dispositions and values, as well as critical understandings that inform professional knowledge about practice. Data from teachers' asynchronous online discussions are analysed, and the discussion

Norbert Pachler; Caroline Daly

84

Teacher Tensions: Expectations in a Professional Development Institute  

ERIC Educational Resources Information Center

The purpose of this study was to better understand teacher tensions in professional development. The population under study was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations, interviews, and teacher products (such as registration forms, surveys, journals, and…

Nipper, Kelli; Ricks, Thomas; Kilpatrick, Jeremy; Mayhew, Lauren; Thomas, Sharren; Kwon, Na Young; Klerlein, Jacob T.; Hembree, Dennis

2011-01-01

85

The Impact of Professional Development Schools on Teacher Leadership  

ERIC Educational Resources Information Center

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

Cosenza, Michael N.

2010-01-01

86

Teachers' Professional Development Experiences: Implications for Teaching Practice  

ERIC Educational Resources Information Center

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

Vail, Teresa M.

2011-01-01

87

Developing Teacher Evaluation Systems That Promote Professional Growth.  

ERIC Educational Resources Information Center

The development of teacher evaluation systems that promote professional growth is discussed, based on studies in South Kitsap, North Haven, and Levittown of adult development and teacher evaluation and the professional experiences of D. L. Duke. "Decoupling" accountability from professional growth provides the best means of forwarding the latter.…

Duke, Daniel L.

1990-01-01

88

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

ERIC Educational Resources Information Center

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

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

2012-01-01

89

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

90

Evaluation Competencies of Professional and Non-Professional Teachers in Nigeria  

ERIC Educational Resources Information Center

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

Ololube, Nwachukwu Prince

2008-01-01

91

Evaluation competencies of professional and non-professional teachers in Nigeria  

Microsoft Academic Search

Teachers’ job responsibility has changed significantly in recent years, and now, more than ever, there are pressing needs for high quality teachers to meet the goals of education for sustainable development, especially in developing countries. This timely study examined the relationship between professional and non-professional teachers’ evaluation competencies and its impact on testing complexities and student academic achievement in Nigeria.

Nwachukwu Prince Ololube

2008-01-01

92

Rethinking Initial Teacher Education for Further Education Teachers: From a Standards-Led to a Knowledge-Based Approach  

ERIC Educational Resources Information Center

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

Lucas, Norman

2007-01-01

93

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

94

Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards  

ERIC Educational Resources Information Center

Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later, the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20 school districts and worked annually with new teachers involved during the 7-year funding period,…

Kimble, Larry L.; Yager, Robert E.; Yager, Stuart O.

2006-01-01

95

Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards  

Microsoft Academic Search

Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later,\\u000a the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20\\u000a school districts and worked annually with new teachers involved during the 7-year funding period, 1990–1997. Eight lead teachers,\\u000a who provided assistance to staff teams,

Larry L. Kimble; Robert E. Yager; Stuart O. Yager

2006-01-01

96

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

97

Newly Qualified Teachers in Hong Kong: Professional Development or Meeting one's Fate?  

Microsoft Academic Search

In recent years much attention has been paid to the start up period in teaching influenced at least in part by two main concerns. Firstly, global and local influences such as educational reforms, demographic changes, concern about standards and the professional ladder, teacher supply and retention and pressures for school effectiveness and improvement position ‘new’ teachers in the van of

Victor Forrester; Janet Draper

98

Improving Practice with Target Inquiry: High School Chemistry Teacher Professional Development that Works  

ERIC Educational Resources Information Center

High school chemistry teachers' experiences learning science through lectures and verification labs make it difficult for them to transition to inquiry-based approaches called for in the U.S. National Science Education Standards. Unfortunately, widely implemented approaches to teacher professional development (PD) aimed at reform, such as…

Yezierski, Ellen J.; Herrington, Deborah G.

2011-01-01

99

Investigating teachersprofessional learning in an advanced Master’s degree programme  

Microsoft Academic Search

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 connected to the multiple measures used to investigate teachers

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

2011-01-01

100

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

ERIC Educational Resources Information Center

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

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

2014-01-01

101

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

102

Coaching Discourse: Supporting Teachers' Professional Learning  

ERIC Educational Resources Information Center

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

Heineke, Sally F.

2013-01-01

103

Teacher Perceptions of Levels of Professional Contribution to the School  

ERIC Educational Resources Information Center

Teachers enrolled in graduate level coursework at Wright State University, in Dayton, Ohio were surveyed as to their perception of the extent of faculty involvement and professional contribution in their school. Teachers and educators that were administrators were the focus of the study. Professional contribution levels were defined for the…

Roby, Douglas E.

2009-01-01

104

Teaching Teachers: Professional Development To Improve Student Achievement  

NSDL National Science Digital Library

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

Heather Hill, David C.

2005-01-01

105

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

ERIC Educational Resources Information Center

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

Tallerico, Marilyn

2005-01-01

106

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers  

ERIC Educational Resources Information Center

Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

Sisson, Jamie Huff; Iverson, Susan V.

2014-01-01

107

Effects of Video Club Participation on Teachers' Professional Vision  

ERIC Educational Resources Information Center

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

Sherin, Miriam Gamoran; van Es, Elizabeth A.

2009-01-01

108

Professional Development Needs of English Language Teachers in Malaysia  

ERIC Educational Resources Information Center

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

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

2011-01-01

109

Growing Teachers: Some Important Principles for Professional Development  

ERIC Educational Resources Information Center

It is 40-plus years since the upstart Professional Development Program was initiated at Simon Fraser University. Among its many audacious innovations, the program offered opportunities for practicing teachers to play leading roles in the professional development of student teachers. Seconded (temporarily released) to the university for two-year…

Wassermann, Selma

2009-01-01

110

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

ERIC Educational Resources Information Center

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

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

2013-01-01

111

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

112

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

ERIC Educational Resources Information Center

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

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

2014-01-01

113

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

114

Professionalism and Partnership: Panaceas for Teacher Education in Scotland?  

ERIC Educational Resources Information Center

A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a "panacea approach" to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace "twenty-first century professionalism" through a…

Kennedy, Aileen; Doherty, Robert

2012-01-01

115

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

116

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

117

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

118

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

119

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

120

Professional Development for Mathematics Teachers: A Team Approach  

ERIC Educational Resources Information Center

Professional Development teams including in-service and preservice teachers offer a bridge across the continuum of mathematics teacher education. This manuscript documents the experience of one such team and reflections on the learning experience through the eyes of a member of the team at the preservice stage of her career as a teacher of…

Taylor, P. Mark; Ferrell, Brandy; Hopkins, Terri

2007-01-01

121

Professional Standards and Professional Learning: A Position Paper  

ERIC Educational Resources Information Center

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

McDaid, Karen

2010-01-01

122

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

ERIC Educational Resources Information Center

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

Towe, Princess B.

2012-01-01

123

Professional Development for Teachers: What Two Rigorous Studies Tell Us  

ERIC Educational Resources Information Center

Professional development--formal in-service training to upgrade the content knowledge and pedagogical skills of teachers--is widely viewed as an important means of improving teaching and learning. While many interventions "include" professional development, professional development was the central intervention of the two recent research and…

Quint, Janet

2011-01-01

124

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

125

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

126

Exploring professional development experiences: Teachers' and facilitators' perceptions of Alabama Science in Motion  

NASA Astrophysics Data System (ADS)

Teachers are often disillusioned because most of the professional development that they receive is inadequate (Chappuis, Chappuis, & Stiggins, 2009; Borko, 2004). With that in mind, reform efforts have placed attentive measures on the classroom and the way teachers can improve their instructional practices. The purpose of this study was to explore biology and chemistry teachers' and facilitators' perceptions of the Alabama Science in Motion (ASIM) professional development experience. Furthermore, the researcher conducted this study to determine whether or not ASIM had an impact on teachers' classroom instruction. The results of this study were significant in that it allows for policy makers to analyze the effect that the ASIM experience has on reforming and restructuring science education. A mixed-method research design was utilized. Data was gathered from teachers and facilitators via survey and focus group interview responses. The population consisted of teachers who were trained with ASIM modules and facilitators who trained teachers in the area of biology and chemistry. A statistical data analysis was employed using the Pearson r correlation coefficient test (Pearson r). The results of this study revealed that effective professional development has an impact on teachers' classroom instruction. Teachers and facilitators believed that ASIM made them more effective as a teacher and contributed strongly to their students' understanding of biology and chemistry. Moreover, teachers and facilitators believed that the ASIM modules assisted them in the implementation of the standards on the Alabama Course of Study.

Burruss, Linda D.

127

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

128

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

ERIC Educational Resources Information Center

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

Molle, Daniella

2010-01-01

129

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

130

Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops  

NASA Astrophysics Data System (ADS)

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

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

2010-01-01

131

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

NASA Astrophysics Data System (ADS)

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

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

2010-08-01

132

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.

133

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

134

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

135

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

ERIC Educational Resources Information Center

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

Baecher, Laura

2012-01-01

136

Professional Development and Teacher Change: The Missing Leadership Link  

NASA Astrophysics Data System (ADS)

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

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-01-01

137

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

ERIC Educational Resources Information Center

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

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

2010-01-01

138

Spinning a Web (Case) Around Professional Standards: Capturing the Complexity of Science Teaching  

Microsoft Academic Search

This study examines the intersection of two key reform ideas in science teacher education – professional teaching standards and the use of case methods. In this article, we track the historical development of what can be called second wave teaching standards and describe how those standards can be exemplified through multimedia web cases of science teaching. We describe a web

William Louden; John Wallace; Robin Groves

2001-01-01

139

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

140

Knowledge Sharing and Creation in a Teachers' Professional Virtual Community  

ERIC Educational Resources Information Center

By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers' virtual community in order to understand the knowledge flows among…

Lin, Fu-ren; Lin, Sheng-cheng; Huang, Tzu-ping

2008-01-01

141

"I Feel Absolutely Incompetent": Professionalism, Policy and Early Childhood Teachers  

ERIC Educational Resources Information Center

There is an ongoing debate over the nature and necessity of teacher "professionalism", particularly in early childhood education. In England, this sector was a particular focus of the education policies of Labour governments in the 2000s, and this had a significant impact on early childhood teachers and classrooms. This article examines the impact…

Bradbury, Alice

2012-01-01

142

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

143

Professional Development of Secondary EFL Teachers: Lessons From China  

ERIC Educational Resources Information Center

Since China initiated its modernization program in the late 1970s, professional development of secondary teachers of English as a foreign language (EFL) has been given much prominence because of the perceived important role that English can play in the modernization drive. This article provides a critical overview of secondary EFL teacher

Hu, Guangwei

2005-01-01

144

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

145

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

146

Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers  

ERIC Educational Resources Information Center

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

Bauml, Michelle

2014-01-01

147

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

148

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

149

Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development  

ERIC Educational Resources Information Center

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

Vogel, Amber; Muth, Christine

2005-01-01

150

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

151

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.

152

Changing and Sustaining Teachers' Expectations through Professional Development in Literacy.  

ERIC Educational Resources Information Center

Examined how New Zealand teachers' expectations of low- income students' achievement changed during a 6-month professional development in literacy effort, noting how those changes were sustained over a year. Pre- and post survey and interview data highlighted changes in teachers' expectations and self-efficacy. Conditions required to achieve…

Timperley, Helen S.; Phillips, Gwenneth

2003-01-01

153

Te Kotahitanga: Culturally Responsive Professional Development for Teachers  

ERIC Educational Resources Information Center

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

Bishop, Russell; Berryman, Mere

2010-01-01

154

Teachers' Professional Development in Schools: Rhetoric versus Reality  

ERIC Educational Resources Information Center

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

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

2014-01-01

155

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

156

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

157

Conceptualising teachers' professional learning with Web 2.0  

Microsoft Academic Search

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

Kevin John Burden

2010-01-01

158

Teachers' Perceptions of Online Professional Development in Literacy  

ERIC Educational Resources Information Center

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

Garbe, Amber Yudchitz

2012-01-01

159

Tomorrow's Teachers: Balancing Federal Guidelines and Professional Judgment  

ERIC Educational Resources Information Center

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

Wakefield, Dara

2007-01-01

160

Walking the Talk: Supporting Teachers' Growth with Differentiated Professional Learning  

ERIC Educational Resources Information Center

This paper details how a 7-month reading-focused professional development initiative, centered on the assessment-to-instruction cycle, supported teachers' growth by combining small group sessions with related individualized literacy coaching. Analysis of participants' experiences revealed the significance of differentiated professional learning in…

Grierson, Arlene L.

2011-01-01

161

The Tale of Two Virtual Teacher Professional Development Modules  

ERIC Educational Resources Information Center

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

Keown, Paul

2009-01-01

162

Professional Development Workshops for Student Teachers: An Issue of Concern  

ERIC Educational Resources Information Center

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

Hsu, Amy; Malkin, Fran

2013-01-01

163

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

164

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

ERIC Educational Resources Information Center

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

Whitworth, Jerry E.

165

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

ERIC Educational Resources Information Center

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

Pella, Shannon

2011-01-01

166

Contested Discourses of Teacher Professionalism: Current Tensions between Education Policy and Teachers' Union  

ERIC Educational Resources Information Center

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

Mausethagen, Solvi; Granlund, Lise

2012-01-01

167

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

ERIC Educational Resources Information Center

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

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

2013-01-01

168

Chartered Teacher: Accrediting Professionalism for Scotland's Teachers--A View from the inside  

ERIC Educational Resources Information Center

This paper is based on a survey of teachers following the Chartered Teacher programme in two Scottish universities. The aim of the study was to gain a better understanding of the teachers' reasons for joining the programme, their impressions of the impact on themselves and their professional contexts, and their views about the role of a chartered…

Connelly, Graham; McMahon, Margery

2007-01-01

169

Ways of promoting the sustainability of mathematics teachersprofessional development  

Microsoft Academic Search

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

Stefan Zehetmeier; Konrad Krainer

170

Thinking teacher professional learning performatively: a socio-material account  

Microsoft Academic Search

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

Dianne Mulcahy

2012-01-01

171

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.

172

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

173

Power, Prestige and Pedagogic Identity: A Tale of Two Programs Recontextualizing Teacher Standards  

ERIC Educational Resources Information Center

Worldwide there has been a range of initiatives in the area of standards for teachers as part of a discourse of professionalism. In Australia there are a plethora of standards: state and territory frameworks, generic and subject-specific, systemic and cross-systemic, for pre-service, beginning and experienced teachers. Little has been written as…

O'meara, James; Macdonald, Doune

2004-01-01

174

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

NASA Astrophysics Data System (ADS)

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

Hathcock, Stephanie J.

175

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

176

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

177

An Examination of Professional Development on Differentiated Instruction with K-4 Teachers  

ERIC Educational Resources Information Center

Administrators and teachers are seeking professional development (PD) opportunities to find ways to increase scores on annual standardized tests as well as to learn methods of instruction that will help meet the academic needs of a diverse student population. Differentiated instruction (DI) is a research-based method of teaching students based on…

White, Margaret E.

2012-01-01

178

The impact of telecommunications on science teacher professional development  

NASA Astrophysics Data System (ADS)

National education reform places emphasis on teachers moving towards empowering themselves and accepting responsibility for their own professional growth. Successful teacher in-service programs foster professional development by providing support in the school context (Baird, Ellis and Kuerbis, 1989; Lieberman, 1990). Research on national reform indicates that many teachers rely on communities of networks to sustain the assistance they need (McLaughlin & Talbert, 1993). Communities of teachers develop relationships with one another to enhance their personal and professional development while collaborating with colleagues (Lieberman, 1990). However, teachers within a school or the same district rarely have opportunities for collegial interactions because of schedules, lack of support for such interactions, or lack of interest among colleagues. This research study evaluates teachers interacting as a community via the Internet. Internet technology overcomes geographic barriers and time constraints, which limit the effectiveness of professional development programs (Gal, 1993). The communication opportunities in a network, together with the coordination of program staff, create an environment that provides teachers with support following a summer program (Gal, 1993). This case study examines the structure and change in three groups of science teachers who attended summer institutes and maintained interactions through a commercial network. The activities and interactions among members in the group, and the ways in which the members interacted with one another to create a community were studied. The network provided opportunities to interact with colleagues, both privately and publicly. Dialogue from these interactions were analyzed to determine patterns of teacher discourse that evolved following an in-service program. Teachers requested support for using program materials, shared experiences, shared resources, interacted socially, and reflected on their practice. This study demonstrates that professional growth can occur when teachers interact collaboratively using telecommunications. Teachers from different summer institutes, who had never met, interacted as a community, sharing experiences, requesting assistance, and reflecting on their practice for two or more years following a summer in-service program. The findings suggest that telecommunications is an effective option for sustaining collegial interactions and providing support, as advocated by current models of professional development.

Hatton, Mary E.

179

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

180

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

Microsoft Academic Search

This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education institutes for primary education. The questions in this narrative?biographical research are: ‘How do these teacher educators develop

Anja Swennen; Monique Volman; Mineke van Essen

2008-01-01

181

Standards for Educational Public Relations and Communications Professionals.  

ERIC Educational Resources Information Center

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

Chappelow, Marsha A.

2003-01-01

182

The Other Side of the Equation: Professional Development and the Organizational Capacity of Teacher Unions  

Microsoft Academic Search

This article describes three different types of professional development provided by teachers organizations in the United States and Canada. Drawing from 10 years of conceptual and empirical research on teacher union reform activities, on teachers' perceptions of unions, and on teachers' union involvement, it identifies strategies for improving the fit between professional development and teachers occupational needs. The article emphasizes

Nina Bascia

2000-01-01

183

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

184

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

ERIC Educational Resources Information Center

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

Fickel, Letitia Hochstrasser; Jones, Ken

185

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

186

Workplace as Community: Perspectives on Science TeachersProfessional Learning  

Microsoft Academic Search

This study explores teacher professional learning within the workplace context of a science department community. Workplace\\u000a learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships\\u000a of science to the wider community. Implications for establishing sound conditions for teacher workplace learning are also\\u000a considered, particularly the importance of trust.

Wayne Melville; John Wallace

2007-01-01

187

The Emergence of Teacher Leaders through Professional Development.  

ERIC Educational Resources Information Center

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

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

188

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

189

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

190

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

ERIC Educational Resources Information Center

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

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

2012-01-01

191

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

Microsoft Academic Search

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

Nwachukwu Prince Ololube

192

Using Facet Clusters to Guide Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC project, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to help teachers make their classrooms into better diagnostic learning environments. In this talk, we describe initial efforts to construct content-rich professional development courses for teachers, which are infused with diagnostic assessment that target the fine structure of student ideas in specific topical areas. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

Seeley, Lane; DeWater, L. S.; Vokos, S.; Kraus, P.

2006-12-01

193

CAATS--Comprehensive Assessments Aligned with Teacher Standards: A Five Step Design Model for Assessing Teachers Validly and Reliably  

ERIC Educational Resources Information Center

NCATE (2002) requires the measurement of knowledge, skills, and dispositions as part of its accreditation requirements for teacher education programs (Standard 1) and the use of unit assessment systems to aggregate and analyse data with a view toward program improvement (Standard 2). Data must indicate that candidates meet professional, state, and…

Wilkerson, Judy R.; Lang, William Steve

2005-01-01

194

Can a competence or standards model facilitate an inclusive approach to teacher education?  

Microsoft Academic Search

The paper seeks to determine whether programmes of initial teacher education (ITE) can contri–bute 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 these value statements, which will form the focus of the research,

Anne Moran

2009-01-01

195

"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

196

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

197

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

198

Professionalization of Catholic High School Religion Teachers.  

ERIC Educational Resources Information Center

This paper assesses religion teaching as a profession in light of selected characteristics that scholars agree are common to all professions. Evidence was drawn primarily from church documents and survey data from "The Next Generation: A Study of Catholic High School Religion Teachers." The findings indicate that religion teaching meets two of the…

Cook, Timothy J.; Hudson, William J.

199

The Professional Identity of English Teachers in the Secondary School  

ERIC Educational Resources Information Center

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

Findlay, Kate

2010-01-01

200

CLASS Reliability Training as Professional Development for Preschool Teachers  

ERIC Educational Resources Information Center

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

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

2014-01-01

201

Exploring German Preservice Teachers' Electronic and Professional Literacy Skills  

ERIC Educational Resources Information Center

This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of "FirstClass" among preservice…

Fuchs, Carolin

2006-01-01

202

Putting Writing Research into Practice: Applications for Teacher Professional Development  

ERIC Educational Resources Information Center

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

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

2010-01-01

203

Teacher Burnout: A Study of Professional and Personal Variables.  

ERIC Educational Resources Information Center

This study examined relationships between level of teacher burnout and professional variables (grade level taught, class size, years of teaching experience, highest degree earned) and personal variables (sex, age, income, health status, marital status). Level of burnout was measured by the Maslach Burnout Inventory (MBI), which produces data on…

Borthwick, Paul; And Others

204

Connecting Instructional Technology Professional Development to Teacher and Student Outcomes  

ERIC Educational Resources Information Center

This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

2010-01-01

205

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

206

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

207

Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.  

ERIC Educational Resources Information Center

Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic, equitable approach to…

Millwater, Jan; Yarrow, Allan

1997-01-01

208

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

209

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

210

Learning from NAEP: Professional Development Materials for Teachers of Mathematics  

ERIC Educational Resources Information Center

Designing high-quality professional development for mathematics educators requires close attention to many facets of teacher learning. "Learning from NAEP" is a valuable manual-plus-CD resource containing activities and workshops that facilitators can use as is or tailor to the unique needs of participants in their school's or district's…

Brown, Catherine A., Ed.; Clark, Lynn V., Ed.

2006-01-01

211

The Role of Video in Teacher Professional Development  

ERIC Educational Resources Information Center

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

Marsh, Brian; Mitchell, Nick

2014-01-01

212

Increasing Elementary Teachers' Reading of Professional Journals: An Inservice Program.  

ERIC Educational Resources Information Center

Describes an inservice program designed to introduce elementary school teachers to good professional journals and to demonstrate to them methods of efficient and flexible reading of the journals so that they can find the most interesting ideas in a short period of time. (FL)

Stopper, Raymond

1982-01-01

213

Elementary Teachers' Perceptions of Professional Learning Communities  

ERIC Educational Resources Information Center

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

Gamez, Octavio

2012-01-01

214

Union Learning Representatives: Facilitating Professional Development for Scottish Teachers  

ERIC Educational Resources Information Center

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

Alexandrou, Alex; O'Brien, Jim

2007-01-01

215

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

216

Classroom Teachers in Online Gifted Professional Development: Their Words  

ERIC Educational Resources Information Center

Project LOGgED ON was a project supported by the U.S. Department of Education that maintained two initiatives, a.) to provide online case based professional development for teachers in gifted education, b.) to provide online advanced science curriculum for underserved gifted students. For the purposes of this study, the author will examine the…

Urquhart, Jill C.

2010-01-01

217

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

218

Motivation, Professional Development, and the Experienced Music Teacher  

ERIC Educational Resources Information Center

Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals…

Angeline, Vincent R.

2014-01-01

219

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

Microsoft Academic Search

NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction

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

2010-01-01

220

Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops  

Microsoft Academic Search

NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team

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

2010-01-01

221

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

ERIC Educational Resources Information Center

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

Syed, Khalida Tanvir

2008-01-01

222

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

223

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

224

Transformative Professional Development and Teacher Engagement  

ERIC Educational Resources Information Center

This quasi-experimental study attempts to estimate the effect that participation in Courage to Teach (CTT), a transformative professional development (TPD) program, has on subsequent engagement with teaching. The primary focus of a TPD program is on the "person" who teaches, as opposed to content or technique. The subjects of the study are a…

Geil, Kimberly E.

2011-01-01

225

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

226

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

227

Introduction: Current Problematics in Teacher Professional Learning  

Microsoft Academic Search

\\u000a Almost a century after the publication of Democracy and Education, we find ourselves in uncertain and ambiguous times. Despite the efforts and indeed triumphs of individual teachers and schools,\\u000a on a policy level we appear to be once again retreating from a once-within-our-grasp vision of progressive education into\\u000a safer, more measurable and quantifiable territory. More worryingly, we see the very

Nicole Mockler

228

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

ERIC Educational Resources Information Center

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

Fielder, Amy

2010-01-01

229

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

ERIC Educational Resources Information Center

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

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

2014-01-01

230

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

231

Supports and Concerns for Teacher Professional Growth during the Implementation of a Science Curriculum Innovation.  

ERIC Educational Resources Information Center

Discusses supporting factors necessary for teacher professional growth and issues of concern that are evident during one primary teacher's implementation of a unit that used constructivist pedagogical strategies. Support factors for teacher growth are found to be an appropriate program of professional development, teacher understanding of the…

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-01-01

232

In Search of Saraswati: A Study of the Professional Productivity of Indian Teacher Educators.  

ERIC Educational Resources Information Center

The professional productivity of 145 secondary teachers educators from Rajasthan (India) was measured. Productivity measures included books, research papers, articles, independent research projects, professional reading, leisure activities, and participation in seminars, workshops, and trainings. Results found limited levels of professional

Raina, V. K.

1997-01-01

233

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

234

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

235

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

ERIC Educational Resources Information Center

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

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

2012-01-01

236

Teacher stress, teacher efficacy, and standardized testing: A study of New York City public school teachers  

Microsoft Academic Search

The purpose of this study was to examine the relationship between teacher stress and standardized testing in urban schools. A volunteer sample of 94 teachers was obtained from the New York City Public Schools to participate in this study, which compared the stress levels of fourth grade teachers, who administer high stakes New York State exams with their second grade

John Christopher Hughes

2006-01-01

237

Beginning Teacher Standards for Physical Education: Promoting a Democratic Ideal?  

ERIC Educational Resources Information Center

The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators' (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators…

Chroinin, D. Ni; Tormey, R.; O'Sullivan, M.

2012-01-01

238

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

239

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

240

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

NASA Astrophysics Data System (ADS)

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

Buxner, Sanlyn

2013-06-01

241

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

242

ISATT, Canada, July 5-9 Theme: Changing Roles of Teachers and Teaching Title: Teacher Professional Development and Collaboration: Opportunities and Limitations in Two School Settings  

Microsoft Academic Search

This paper reports on ongoing research on Teachers' Professional Development (PD) and Teacher Collaboration carried out at the Universities of Minho, and Lisbon. The main goals of the research are: i) to identify teachers' professional development expectations and needs; ii) to analyse teachers' professional development opportunities in two school settings; iii) to identify teachers' notions of collaboration; iv) to analyse

Maria Assunção Flores; Ana Margarida; Ana Maria Forte

243

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.

244

New Standards Put the Spotlight on Professional Learning  

ERIC Educational Resources Information Center

Learning Forward introduces new Standards for Professional Learning. This is the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results. The standards are not a prescription for how education leaders and public officials…

Mizell, Hayes; Hord, Shirley; Killion, Joellen; Hirsh, Stephanie

2011-01-01

245

Science teachers' learning in a context of collaborative professional development  

NASA Astrophysics Data System (ADS)

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Faraji, Hassan

246

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

247

Identifying What In-Service Teachers Want in Professional Development Experiences  

ERIC Educational Resources Information Center

To be most effective, teacher professional development needs to be designed and based on teachers' needs. This study provides information on topics that 53 middle- and secondary-level mathematics teachers believed would be beneficial in future training programs. The teachers had participated in a 2-year Teacher Quality Grant focused on…

Matteson, Shirley; Zientek, Linda Reichwein; Özel, Serkan

2013-01-01

248

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

249

Exploring the professional role identities of experienced ESL teachers through reflective practice  

Microsoft Academic Search

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 educators a useful lens into the “who” of teaching and

Thomas S. C. Farrell

2011-01-01

250

Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement  

Microsoft Academic Search

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 learning. The primary goal of this study was to assess elementary teachers

Andrew Lumpe; Charlene Czerniak; Jodi Haney; Svetlana Beltyukova

2012-01-01

251

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

252

How does a Professional Society Form a Teacher Preparation Partnership?  

NASA Astrophysics Data System (ADS)

The Physics Teacher Education Coalition (PhysTEC) is a project to improve the science preparation of future K-12 teachers. Begun in September 2001, it aims to help physics and education faculty work together to improve the science preparation for future teachers. PhysTEC emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The American Physical Society (APS), in partnership with the American Association of Physics Teachers (AAPT) and the American Institute of Physics (AIP), initiated PhysTEC in response to national reports calling for the improvement of K-12 science teaching. The three professional societies will supply the guidance and oversight necessary to foster PhysTEC's development into a truly national coalition. The program supports the following components: a Teacher-in-Residence (TIR) program that provides for a local K-12 master teacher to become a full-time participant in assisting faculty in course revisions and team-teaching, and to act as a "reality check" for both students and faculty; the redesign of targeted physics and education courses based on results from physics education research; and a Mentor/Induction program for PhysTEC graduates. Supported by the National Science Foundation (NSF Phy-0108787) and The Fund for the Improvement of Post Secondary Education (FIPSE)

Stein, F. M.; Hehn, J. G.; Layman, J. W.

2002-05-01

253

Social Studies Standards: A Pathway to Professional Development. Perspectives.  

ERIC Educational Resources Information Center

Maintains that the traditional role of standards in elementary curriculum development is that of asking important questions regarding quality curriculum design and instruction. Presents seven questions to guide teachers as they utilize the standards. (CFR)

Hartoonian, H. Michael; Laughlin, Margaret A.

1995-01-01

254

Exploring the information literacy competence standards for elementary and high school teachers  

Microsoft Academic Search

The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Tech- nique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and

Jia-rong Wen; Wen-ling Shih

2008-01-01

255

Exploring the Information Literacy Competence Standards for Elementary and High School Teachers  

ERIC Educational Resources Information Center

The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to…

Wen, Jia Rong; Shih, Wen Ling

2008-01-01

256

Perception and Implementation of the Ohio Academic Content and Process Standards for Mathematics among Middle School Teachers  

ERIC Educational Resources Information Center

This dissertation describes findings of a qualitative study using a grounded theory methodology to explore teacher perceptions and implementation of the Ohio Academic Content Standards for Mathematics. Teachers who have knowledge of the Standards and have participated in professional development that builds on that knowledge do not always teach in…

Nichols, Suzanne Denise

2010-01-01

257

Professional Development of Teacher Educators: Voices from the Greek-Cypriot Context  

ERIC Educational Resources Information Center

Although teacher educators are often regarded as models of lifelong learning for the teachers, their professional development has been the object of meagre research and discussion in the literature. This study raises awareness on issues pertaining to teacher educators' professional development in the Greek-Cypriot context. Data from…

Karagiorgi, Yiasemina; Nicolaidou, Maria

2013-01-01

258

Towards Improvements in Teachers' Professional Development through the Reflective Learning Paradigm--The Case of Slovenia  

ERIC Educational Resources Information Center

Developing reflective teachers who will be committed to their professional mission and whose own development will represent a value is an important objective of the professional training of future teachers. This article deals with an evaluation of the module of instruction in teacher training that was directed at raising students' awareness of the…

Valencic Zuljan, Milena; Zuljan, Darjo; Pavlin, Samo

2011-01-01

259

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

260

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

261

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

ERIC Educational Resources Information Center

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

Pedder, David; Opfer, V. Darleen

2013-01-01

262

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

263

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

ERIC Educational Resources Information Center

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

Blackley, Josephine; Wells, Muriel

2009-01-01

264

Reflecting on reflection: a case study of one teacher's early-career professional learning  

Microsoft Academic Search

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 process conducted by teachers.Purpose: To illustrate

Karl Attard; Kathleen Armour

2006-01-01

265

Creating Teacher-Led Professional Development Centers, Summer 2000, No. 2.  

ERIC Educational Resources Information Center

This paper outlines a process to help state and local teacher associations and their partners: create a vision for teachers' professional development; identify partners; develop a plan for creating the professional development center; work effectively in partnership for extended periods of time; reach all teachers; and get results. After…

National Foundation for the Improvement of Education, Washington, DC.

266

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

ERIC Educational Resources Information Center

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

Karagiorgi, Yiasemina

2012-01-01

267

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

268

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

269

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

270

Lesson Study: Professional Development for Empowering Teachers and Improving Classroom Practice  

Microsoft Academic Search

Teacher professional development is, by all admissions, absolutely central to improving educational quality in our schools. A promising approach that has been successful in its home country is Japanese lesson study. It is a teacher-led, learning community form of professional development that is embedded within the regular role of teachers. This study used a multiple case study approach to investigate

Robin R. Smith

2008-01-01

271

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

272

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

273

Professional Standards in Russia for the Practice of Audiology  

Microsoft Academic Search

This article compares professional standards in the field of audiology in Russia to standard practices for audiologists in the United States. Information was obtained by analyzing legal documents and statistical reports pertaining to audiology and by completing interviews with professionals who practice in the field of audiology during a visit to Russia in the summer of 2005. Findings revealed a

Natalia Bezriadina; Tena L. McNamara; Susan G. Prendergast

274

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

275

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

ERIC Educational Resources Information Center

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

Claudet, Joseph G.; And Others

276

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

ERIC Educational Resources Information Center

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

Dang, Thi Kim Anh

2013-01-01

277

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

ERIC Educational Resources Information Center

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

Pehkonen, Erkki; Torner, Gunter

1999-01-01

278

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

E-print Network

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

Keil, Matthew James

2014-04-09

279

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

280

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

ERIC Educational Resources Information Center

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

Yerrick, Randy; Beatty-Adler, Danielle

2011-01-01

281

Politics, Policy and Professional Identity  

ERIC Educational Resources Information Center

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

Bodman, Sue; Taylor, Susan; Morris, Helen

2012-01-01

282

Test Of Astronomy STandards TOAST Survey of K-12 Teachers  

NASA Astrophysics Data System (ADS)

Discipline-based education research in astronomy is focused on understanding the underlying mental mechanisms used by students when learning astronomy and teachers when teaching astronomy. Systematic surveys of K-12 teacher' knowledge in the domain of astronomy are conducted periodically in order to better focus and improve professional development. These surveys are most often done when doing contemporary needs assessments or when new assessment instruments are readily available. Designed by Stephanie J. Slater of the CAPER Center for Astronomy & Physics Education Research, the 29-item multiple-choice format Test Of Astronomy STandards - TOAST is a carefully constructed, criterion-referenced instrument constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. The targeted learning concepts tightly align with the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's 1996 National Science Education Standards. Without modification, the TOAST is also aligned with the significantly less ambitious 2013 Next Generation Science Standards created by Achieve, Inc., under the auspices of the National Research Council. This latest survey reveals that K-12 teachers still hold many of the same fundamental misconceptions uncovered by earlier surveys. This includes misconceptions about the size, scale, and structure of the cosmos as well as misconceptions about the nature of physical processes at work in astronomy. This suggests that professional development in astronomy is still needed and that modern curriculum materials are best served if they provide substantial support for implementation.

Slater, Timothy F.; Slater, Stephanie; Stork, Debra J.

2015-01-01

283

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

284

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

285

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

NASA Astrophysics Data System (ADS)

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

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

2011-12-01

286

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

287

Perceptions of Teacher Evaluation Systems and Their Impact on School Improvement, Professional Development and Student Learning.  

ERIC Educational Resources Information Center

A study was conducted to determine whether teachers in districts using state-mandated (traditional) teacher evaluation systems or educators in districts using locally developed alternative teacher evaluation systems perceived teacher evaluation as having a stronger positive impact on school improvement, professional development, and student…

Colby, Susan A.; Bradshaw, Lynn K.; Joyner, Randy L.

288

Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners  

Microsoft Academic Search

This paper describes the results of a teacher professional development intervention aimed at enabling teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers' initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers'

Juliet E. Hart; Okhee Lee

2003-01-01

289

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

ERIC Educational Resources Information Center

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

Shi, Qi; Leuwerke, Wade C.

2010-01-01

290

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.

291

Career Development and Professional Attrition of Novice ESL Teachers of Adults  

ERIC Educational Resources Information Center

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

Valeo, Antonella; Faez. Farahnaz

2013-01-01

292

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

ERIC Educational Resources Information Center

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

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

2014-01-01

293

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

294

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

ERIC Educational Resources Information Center

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

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

2014-01-01

295

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

E-print Network

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

Ruebush, Laura Elizabeth

2012-10-19

296

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

NASA Astrophysics Data System (ADS)

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

Patahuddin, Sitti Maesuri

2013-12-01

297

Setting Ethical Standards in Science: The Role of Science Professionals.  

ERIC Educational Resources Information Center

Addresses the mechanisms by which information on professional standards and ethical values is transferred between faculty and junior colleagues. Discusses problems in this area and efforts to address the problems. (LZ)

Bird, Stephanie J.

1995-01-01

298

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

299

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.

300

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

301

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

NASA Astrophysics Data System (ADS)

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

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

2013-12-01

302

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

303

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

304

77 FR 23238 - Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family Energy...  

Federal Register 2010, 2011, 2012, 2013, 2014

...for Home Energy Professionals: Standard Work Specifications for Single Family Energy...for Home Energy Professionals: Standard Work Specifications for Single Family Energy...for Home Energy Professionals: Standard Work Specifications for Single Family...

2012-04-18

305

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

306

Teachers' Professional Knowledge and Noticing: The Case of Multiple Representations in the Mathematics Classroom  

ERIC Educational Resources Information Center

Teachers notice through the lens of their professional knowledge and views. This study hence focuses not solely on teachers' noticing, but also on their knowledge and views, which allows insight into how noticing is informed and shaped by professional knowledge. As a discipline-specific perspective for noticing we chose dealing with multiple…

Dreher, Anika; Kuntze, Sebastian

2015-01-01

307

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

308

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

309

Professional Development for K–12 Math and Science Teachers: What Do We Really Know?  

Microsoft Academic Search

As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices,

Lauren Scher; Fran OReilly

2009-01-01

310

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

311

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

ERIC Educational Resources Information Center

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

Shin, Doohyun L.

2013-01-01

312

Investigating a Professional Development School Model of Teacher Education in Canada  

ERIC Educational Resources Information Center

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most…

Buzza, Dawn; Kotsopoulos, Donna; Mueller, Julie; Johnston, Megan

2010-01-01

313

Six Star Science Online Teacher Professional Development & The APS Archive of Teaching Resources  

NSDL National Science Digital Library

This poster was presented November 4th at the 2010 National Association of Biology Teachers (NABT) Professional Development Conference in Minneapolis, MN. The poster includes information about the American Physiological Society's Online K-12 Teacher Professional Development Program and Online Archive of Teaching Resources.

Dr. Melvin Limson (American Physiological Society Education)

2009-11-11

314

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

315

Modeling and Measuring the Structure of Professional Vision in Preservice Teachers  

ERIC Educational Resources Information Center

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

Seidel, Tina; Stürmer, Kathleen

2014-01-01

316

Professional Development Schools and Early Childhood Education: Interactive Skills of Students, Playgroup and Kindergarten Teachers  

ERIC Educational Resources Information Center

This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4-6 and 2.6-4, respectively), a teacher's training college and a research…

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

2010-01-01

317

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

318

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

ERIC Educational Resources Information Center

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

Davis, Kerry J.

2012-01-01

319

An Examination of Oregon Writing Project Teachers: A Qualitative Study of Professional Development Experiences  

ERIC Educational Resources Information Center

This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects…

Obery, Angela D.

2012-01-01

320

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

321

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

ERIC Educational Resources Information Center

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

Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

2014-01-01

322

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

323

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

324

Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop  

ERIC Educational Resources Information Center

With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

Filsinger, Mark H.

2013-01-01

325

Exploring UK secondary teachers' professional values: an overview of the literature since 2000  

Microsoft Academic Search

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 understand or interpret their own values, or realise the shared values that lie at

Roz Sunley; Rachel Locke

2010-01-01

326

Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures  

Microsoft Academic Search

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges

Laura M. Desimone

2009-01-01

327

Effects of Product-Based Technology Professional Development Model on P-8 Teachers  

ERIC Educational Resources Information Center

A product-based professional development model has significantly improved the ability and willingness of P-8 teachers to use and integrate technology into instruction. This paper discusses the impacts this staff professional development model. The model was used to train 18 teachers to effectively use and integrate technology in their ESL…

Ireh, Maduakolam

2006-01-01

328

How Evaluation Processes Affect the Professional Development of Five Teachers in Higher Education  

ERIC Educational Resources Information Center

This paper presents research that investigates the nature of the connection between the professional development of five teachers in higher education and the evaluation processes they have to undergo. Since teaching, scholarship, and service are the three components that evaluation measures, this research examines how the teachers' professional

Shagrir, Leah

2012-01-01

329

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

ERIC Educational Resources Information Center

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

Tang, Sylvia Yee Fan

2011-01-01

330

Discerning Professional Identity and Becoming Bold, Socially Responsible Teacher-Leaders  

ERIC Educational Resources Information Center

This essay reviews the powerful influence of professional identity in shaping how school leaders perceive their work. I review factors that mold teacher professional identity, implications for educational leadership pedagogy, and supports and barriers for teacher leaders to consider in their quest to more fully enact bold, socially responsible…

Collay, Michelle

2006-01-01

331

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

ERIC Educational Resources Information Center

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

Battersby, Sharyn L.; Verdi, Brian

2015-01-01

332

Collaborative learning in physical education teachers' early-career professional development  

Microsoft Academic Search

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 upon policy-makers to promote urgent action. However, the opportunities to improve

Jeanne Keay

2006-01-01

333

Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning  

ERIC Educational Resources Information Center

This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural…

Dvir, Nurit; Avissar, Ilana

2014-01-01

334

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

ERIC Educational Resources Information Center

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

Kopcha, Theodore J.

2012-01-01

335

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

ERIC Educational Resources Information Center

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

Bayar, Adem

2014-01-01

336

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

337

Teachers' Motivation to Attend Voluntary Professional Development in K-10 Mathematics  

Microsoft Academic Search

Teachers choose to attend professional development courses and workshops for a range of reasons. New mathematics syllabuses in NSW with increased expectations for student learning outcomes created opportunities for providers to support the implementation of the new syllabuses. The participants at four six-week professional development courses completed surveys indicating motivation for attendance. This paper considers the reasons 109 teachers chose

Judy Anderson

338

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

ERIC Educational Resources Information Center

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

Sinelnikov, Oleg A.

2009-01-01

339

The Impact of a Pre-Service, Professional Development Program for Online Instructors on Teacher Efficacy  

ERIC Educational Resources Information Center

This study examined a pre-service, professional development training program for online instructors to determine whether the successful completion had an impact on teacher efficacy. The level of teacher efficacy was measured with a survey given both prior and subsequent to the participation of the participants in the pre-service, professional

Janoff, Howard M.

2011-01-01

340

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

341

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

ERIC Educational Resources Information Center

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

Teleshaliyev, Nurbek

2013-01-01

342

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

ERIC Educational Resources Information Center

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

Hallinger, Philip; Lee, Moosung; Ko, James

2014-01-01

343

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

ERIC Educational Resources Information Center

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

Whitworth, Jerry E.

344

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

ERIC Educational Resources Information Center

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

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

345

Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse?  

Microsoft Academic Search

Over the past decade, education reform and teacher training projects have spent a great deal of effort to create and support sustainable, scalable online communities of education professionals. For the most part, those communities have been created in isolation from the existing local professional communities within which the teachers practice. We argue that focusing on online technology solely as a

Mark S. Schlager; Judith Fusco

2003-01-01

346

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

347

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

NASA Astrophysics Data System (ADS)

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

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

2010-12-01

348

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

Microsoft Academic Search

Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop

Kristen Pellegrino

2011-01-01

349

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

Microsoft Academic Search

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

Mellita M. Jones

2008-01-01

350

Teachersprofessional identity, educational change and neo-liberal pressures on education in Hong Kong  

Microsoft Academic Search

Education reforms underpinned by neo-liberal values have been criticised for bringing an adverse impact on teachersprofessional identity. This article presents a qualitative study of teachersprofessional identity in three historical periods in Hong Kong: Phase 1: 1965–84; Phase 2: 1984–97; and Phase 3: the post-1997 period. By juxtaposing the systemic narratives against the work life narratives of 23 teachers,

Sylvia Yee Fan Tang

2011-01-01

351

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

352

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.

353

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

Microsoft Academic Search

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

Tara E. Higgins; Michele W. Spitulnik

2008-01-01

354

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

355

Teacher Supervision through Professional Growth Plans: Balancing Contradictions and Opening Possibilities  

Microsoft Academic Search

This article uses a micropolitical perspective to analyze the mandatory implementation of teacher professional growth plans (TPGPs) in Alberta, Canada, drawing upon findings of a qualitative study. Teachers and principals interviewed after 3 years of implementing this policy appeared to work within three basic contradictions related to the intersections of power and knowledge: (a) promoting teacher self-direction while increasing surveillance;

Tara J. Fenwick

2001-01-01

356

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

ERIC Educational Resources Information Center

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

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

2014-01-01

357

Developing Professional Knowledge about Teachers through Metaphor Research: Facilitating a Process of Change  

ERIC Educational Resources Information Center

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

Zhao, Hongqin; Coombs, Steven; Zhou, Xing

2010-01-01

358

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

359

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

Microsoft Academic Search

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher

Gerald Vincent Gargus

2006-01-01

360

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

361

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

ERIC Educational Resources Information Center

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

Simegn, Birhanu

2014-01-01

362

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

363

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

364

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

ERIC Educational Resources Information Center

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

Kim, Mina; Kang, Bokyung

2012-01-01

365

The Professional Work of Teachers in Singapore: Findings from a Work-Shadowing Study  

ERIC Educational Resources Information Center

The professional activities that constitute the work of school teachers are known to be both numerous and varied. While managing teacher workloads is a major priority for governments around the world, valid and reliable figures are difficult to obtain. From a larger qualitative study of teachers' work culture in Singapore, we report data…

Lee, Y.-J.; Poon, C. L.

2014-01-01

366

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

ERIC Educational Resources Information Center

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

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

2011-01-01

367

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

368

Professional burnout and compassion fatigue among early childhood special education teachers  

Microsoft Academic Search

This study explored stress and coping as related to the phenomena of professional burnout, compassion fatigue, and resiliency in early childhood special education (ECSE) teachers. Interviews and observations were conducted with four ECSE teachers and the data were analyzed to identify stressors, coping strategies, and resiliency outcomes. First, ECSE teachers experienced stressors from teaming, working with families who face challenges,

Lisa Ann Naig

2010-01-01

369

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

370

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

ERIC Educational Resources Information Center

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

Adilogullari, Ilhan

2014-01-01

371

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

ERIC Educational Resources Information Center

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

Curwood, Jen Scott

2014-01-01

372

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

ERIC Educational Resources Information Center

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

Trifiro, Anthony J.

2012-01-01

373

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

374

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

ERIC Educational Resources Information Center

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

Romeo, Susan M.

2010-01-01

375

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

ERIC Educational Resources Information Center

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

Nasser, Ramzi; Romanowski, Michael

2011-01-01

376

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

ERIC Educational Resources Information Center

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

Eren, Altay

2012-01-01

377

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

ERIC Educational Resources Information Center

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

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

2009-01-01

378

PAUSE: An Online Community of Practice to Support Novice Teachers' Professional Development  

Microsoft Academic Search

PAUSE was created in 2001 to support novice teachers' professional development in a major district school board in Quebec, Canada. Novice teachers meet on regular basis in an online community of practice (CoP) designed to give the opportunity to discuss questions and preoccupations related to their daily practice. Teachers are encouraged to share experiences in order to support each other.

Genevieve Nault

379

Tensions in Teaching and Teacher Education: Professionalism and professionalisation in England and Canada  

Microsoft Academic Search

The argument in this article derives from a comparative case study of two pre-service teacher education programmes in England and in Canada. Using Goodson and Hargreaves' propositions about the seven principles of postmodern teacher professionalism, we discuss the tensions between government professionalisation agendas for teaching and teacher education, on the one hand, and on the other hand, the creation of

CHRISTINE HALL; RENATE SCHULZ

2003-01-01

380

Professional Learning of Observers, Collaborators, and Contributors in a Teacher-Created Online Community in Korea  

ERIC Educational Resources Information Center

This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching…

Seo, Kyounghye

2014-01-01

381

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

ERIC Educational Resources Information Center

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

Ingram, Jenni

2014-01-01

382

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

ERIC Educational Resources Information Center

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

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

2006-01-01

383

Professional development strategies for teaching urban biology teachers to use concept maps effectively  

NASA Astrophysics Data System (ADS)

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

McGregor Petgrave, Dahlia M.

384

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.

385

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.

386

CEC Standards for Professional Practice in Special Education.  

ERIC Educational Resources Information Center

This document brings together professional standards of the special education profession adopted by the Council for Exceptional Children (CEC). The standards represent the efforts of special educators to govern their own practice, guide agencies that certify or license special educators, and improve programs that prepare special educators. The…

Council for Exceptional Children, Reston, VA.

387

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

388

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

389

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

390

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

391

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

ERIC Educational Resources Information Center

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

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

2011-01-01

392

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

ERIC Educational Resources Information Center

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

Lilja, Peter

2014-01-01

393

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

394

The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators  

ERIC Educational Resources Information Center

This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. A classification framework based on the literature on professionalism was used to compare European and Member State policy actions and measures on the quality of teacher educators through an analysis of seven…

Snoek, Marco; Swennen, Anja; van der Klink, Marcel

2011-01-01

395

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

396

Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers  

ERIC Educational Resources Information Center

This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on teacher learning and practice. Results of the study provide empirical evidence that links key…

Mouza, Chrystalla

2006-01-01

397

Going the Distance for Rural Science Teachers: California Consortium Develops Strategies to Provide Science Content Professional Development for Isolated Teachers  

ERIC Educational Resources Information Center

Teachers in rural settings find it difficult to access quality professional development that can improve student science achievement. These teachers are serving the 10 million students, or about 19% percent of the nation's total public school enrollment, who attend school in a rural district. Studies show that long-term, in-depth methods of…

Wilson, Judi; Ringstaff, Cathy

2010-01-01

398

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

ERIC Educational Resources Information Center

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

Locke, Terry; Whitehead, David; Dix, Stephanie

2013-01-01

399

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

ERIC Educational Resources Information Center

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

Oancea, Alis

2014-01-01

400

Assimilating "Real" Teachers in Teacher Education: Benefits and Limitations of a Professional Development School Course Delivery Model  

ERIC Educational Resources Information Center

This article presents the results of a research study that examined the benefits and limitations of a professional development school program designed to assimilate experienced high school teachers into the fabric of preservice educator preparation at an institution accredited by the National Council for Accreditation of Teacher Education.…

Gajda, Rebecca; Cravedi, Lia

2006-01-01

401

An Analysis of Teacher Education Innovations with Recommendations for Their Utilization in the Professional Preparation of Prospective Industrial Arts Teachers.  

ERIC Educational Resources Information Center

The major purpose of this study was to investigate and provide relevant information on the use of innovative practices, such as methodology, teaching skills, etc., by industrial arts teacher educators who teach professional courses. Data were obtained from a synthesis of information retrieved from practicing industrial arts teacher educators and…

Frye, Bill J.

402

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

ERIC Educational Resources Information Center

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

Paulson Stone, Rebecca

2012-01-01

403

The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement  

Microsoft Academic Search

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the

Catherine D. Bruce; Indigo Esmonde; John Ross; Lesley Dookie; Ruth Beatty

2010-01-01

404

The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement  

ERIC Educational Resources Information Center

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the…

Bruce, Catherine D.; Esmonde, Indigo; Ross, John; Dookie, Lesley; Beatty, Ruth

2010-01-01

405

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

406

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

NSDL National Science Digital Library

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

Fulton, Kathleen; Britton, Ted

2011-12-01

407

Translating Research on Mercury in the Environment into High School Curriculum through Teacher Professional Development  

NASA Astrophysics Data System (ADS)

Traditional science disciplines taught in high school just scratch at the surface of the complex natural world, especial biogeochemical cycling. Teachers are challenged to go beyond the traditional perspectives and to link current scientific research with classroom experiences. Through professional development workshops from Stanford University's Environmental Molecular Science Institute (EMSI), high school science teachers learn about the EMSI research findings on environmental mercury. Mercury is the focus of the workshop because it is a significant contaminant in the local San Francisco Bay region. Equally as important, teachers learn approaches to science language instruction from a science education professor. The instructional approaches attempt to simplify science discourse and provide students with a richer conceptual and linguistic repertoire. Using the EMSI research on mercury, teachers develop lessons to integrate biogeochemistry into their classroom curriculum, guided by EMSI scientists. In the second year of offering the workshop, more time was spent on designing lessons which led to an increase in the number of high school students learning about mercury in their classrooms. A web-based learning center provides an interactive learning environment including standards- based lesson plans, materials, and video of the lessons taught by workshop participants.

Saltzman, J.; Brown, B. A.; Brown, G. E.

2007-12-01

408

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

NASA Astrophysics Data System (ADS)

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

Moore, Felicia Michelle

2003-10-01

409

Japanese Beginning Teachers' Perceptions of Their Preparation and Professional Development.  

ERIC Educational Resources Information Center

Investigated Japanese beginning teachers' perceptions of their initial teacher preparation and induction. Surveys indicated that teachers gave low ratings to their initial preparation and initial development of knowledge and skills. They believed they gained skills through their work as teachers. First year teachers' perceptions of knowledge,…

San, Myint Myint

1999-01-01

410

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

SciTech Connect

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

Willcuts, Meredith H.

2009-04-17

411

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

412

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

NASA Astrophysics Data System (ADS)

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

Cisterna Alburquerque, Dante Igor

413

How to Activate Teachers through Teacher Evaluation?  

ERIC Educational Resources Information Center

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

Tuytens, Melissa; Devos, Geert

2014-01-01

414

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

415

Confirmatory Factor Analysis of Achieving the Beginning Teacher Standards Inventory  

ERIC Educational Resources Information Center

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

Chen, Weiyun

2009-01-01

416

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

417

Empowering Science Teachers: A Model for Professional Development.  

ERIC Educational Resources Information Center

Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)

Howe, Ann C.; Stubbs, Harriett S.

1997-01-01

418

West Virginia University 1 Academic and Professional Standards  

E-print Network

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

Mohaghegh, Shahab

419

West Virginia University 1 Academic and Professional Standards  

E-print Network

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

Mohaghegh, Shahab

420

The Relevance of Standards of Professional School Nursing Practice  

ERIC Educational Resources Information Center

This descriptive correlational study assessed school nurses' knowledge of and perceived relevance of the "Standards of Professional School Nursing Practice". Of the 1,162 Ohio school nurses sent questionnaires, 345 returned usable questionnaires (30%). The typical respondent was a 50-year-old Caucasian woman with 24 years of nursing experience, 12…

Rice, Susan K.; Biordi, Diana L.; Zeller, Richard A.

2005-01-01

421

Middle Grade Teachers' Perceptions of their Chemistry Teaching Efficacy: Findings of a One year long Professional Development Program  

Microsoft Academic Search

A professional development (PD) program, Conceptual Chemistry for Middle School Teachers, was designed to facilitate teachers' learning and teaching of basic chemistry concepts. This study explored (a) whether the PD increased teachers' self-efficacy and teaching outcome expectancy and (b) how the PD program influenced teachers' chemistry content knowledge and attitudes toward learning chemistry concepts. Thirty-six teachers (N = 36; 26

Issaou Gado; Geeta Verma; Doris Simonis

422

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

423

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

ERIC Educational Resources Information Center

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

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

2014-01-01

424

The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools  

E-print Network

This dissertation consists of three articles that explore the effect of professional development (PD) on teachers‘ understanding and implementation of Science, Technology, Engineering, and Mathematics (STEM) project based learning (PBL...

Han, Sun Young

2013-05-20

425

Teacher and Collective Efficacy Beliefs as Predictors of Professional Commitment  

Microsoft Academic Search

The authors sought to determine whether teacher and collective efficacy beliefs predict commitment to the teaching profession. The participants were 26,257 teachers and 6,711 principals who responded to the public school teacher and principal questionnaires of the 1999-2000 Schools and Staffing Survey (U.S. Department of Education, 2005). The authors developed 2 teacher efficacy scales, a collective teacher efficacy scale, and

Herbert Ware; Anastasia Kitsantas

2007-01-01

426

New Jersey Department of Education New Jersey Professional  

E-print Network

New Jersey Department of Education New Jersey Professional Standards for Teachers and School Leaders #12;#12;1New Jersey Professional Standards for Teachers and School Leaders New Jersey Professional Professional Standards July 2004 PTM# 1504-53 #12;2 New Jersey Department of Education New Jersey State Board

Rusu, Adrian

427

Professional Ethics and the Teacher: Towards a General Teaching Council.  

ERIC Educational Resources Information Center

This book explores key ethical and professional issues related to the ethical bias of teaching that must be solved before it is possible to establish a General Teaching Council. The chapters discuss "The Professions in the 1990s"; "What Are Professional Ethics?""The Role of the Professional Community"; "Are Professional Ethics Relevant in the…

Thompson, Meryl

428

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

NASA Astrophysics Data System (ADS)

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

Holliday, Gary M.

429

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

NASA Astrophysics Data System (ADS)

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

Pittman, Margaret Evans

430

Understanding the 2012 NSTA Science Standards for Teacher Preparation  

NASA Astrophysics Data System (ADS)

The purpose of this article is to present the new National Science Teachers Association-Standards for Science Teacher Preparation (NSTA-SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards for the evaluation of science education programs. Recently, NSTA has developed new science teacher education standards that reflect the research base associated with what a new science teacher should know. The standards were developed from national guidelines and the research literature on science education. The new NSTA-SSTP reflect the knowledge, skills, and dispositions that a newly certified teacher must know and be able to do. The paper concludes with a description of how to submit a report to CAEP and NSTA for accreditation of a secondary science education program.

Veal, William R.; Allan, Elizabeth

2014-08-01

431

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

PubMed

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

Wium, Anna-Marie; Louw, Brenda

2012-12-01

432

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

ERIC Educational Resources Information Center

This study examines the relationship between biology teachers' evolution teaching practices and their regard and use of Indiana state evolution standards. A survey developed by the authors contained five subscales: use of standards; attitude toward standards; attitude toward evolution standards; evolution teaching practices; and demographic…

Donnelly, Lisa A.; Boone, William J.

2007-01-01

433

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

ERIC Educational Resources Information Center

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

Nielsen, Birgitte Lund

2012-01-01

434

Primary School Science Teachers' Perspectives regarding Their Professional Development: Implications for School Districts in South Africa  

ERIC Educational Resources Information Center

Perceptions play a significant role in an individual's decision-making. This paper reports on a study that investigated primary school science teachers' perceptions of their school district professional development and its basis and impact on the teacher development process in a large district in the Eastern Cape Province, South Africa. From the…

Bantwini, Bongani D.

2012-01-01

435

The Space in Between: A Book Club with Inner-City Girls and Professional Teacher Learning  

ERIC Educational Resources Information Center

The effects of teacher learning that transitions into pedagogical knowledge and practice remains an under-investigated area in the literature. This longitudinal study extended one teacher's professional learning into her inner-city secondary school, where she created a mother-daughter after-school book club that began when 12 Black girls,…

Kooy, Mary; Colarusso, Dana M.

2014-01-01

436

Science Teachers' Professional Development and Changes in Science Practical Assessment Practices: What Are the Issues?  

ERIC Educational Resources Information Center

This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent…

Towndrow, Phillip A.; Tan, Aik-Ling; Yung, Benny H. W.; Cohen, Libby

2010-01-01

437

Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning  

ERIC Educational Resources Information Center

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for…

Pinho, Ana Sofia; Andrade, Ana Isabel

2015-01-01

438

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

ERIC Educational Resources Information Center

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

Veletsianos, George; Doering, Aaron; Henrickson, Jeni

2012-01-01

439

Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings  

Microsoft Academic Search

The focus of this paper is the analysis of data from case studies of mentor meetings derived from an action research project on ‘The professional development of subject induction tutors’. Developing practice as a reflective teacher involves both reflection and action and a reflective teacher compares a teaching and learning situation with his or her own experiences and knowledge of

Jennifer Harrison; Tony Lawson; Angela Wortley

2005-01-01

440

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

ERIC Educational Resources Information Center

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…

Willcuts, Meredith Harris

2009-01-01

441

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

ERIC Educational Resources Information Center

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

Dikkers, Seann Mason

2012-01-01

442

Changing Teamwork Practices: Videopaper as a Mediating Means for Teacher Professional Development  

ERIC Educational Resources Information Center

This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented…

Hauge, Trond Eiliv; Norenes, Svein Olav

2009-01-01

443

Investigation of Professional Self Sufficiency Levels of Physical Education and Sports Teachers  

ERIC Educational Resources Information Center

The present research aimed at detecting professional self sufficiency levels of physical education and sports teachers who worked in Izmir Province and at investigating them in terms of some variables. For data collection, Teacher's Sense of Efficacy Scale-developed by Moran and Woolfolk-Hoy (2001) and Turkish validity and reliability studies…

Saracaoglu, Asuman Seda; Ozsaker, Murat; Varol, Rana

2012-01-01

444

Defining as a Vehicle for Professional Development of Secondary School Mathematics Teachers  

Microsoft Academic Search

This paper describes a professional development program for secondary school mathematics teachers. The issue of mathematical definition is the focus of the program. The program aimed to develop teachers' subject matter knowledge including knowledge of substance of mathematics and knowledge about the nature and discourse of mathematics . The rationale of the course is described as well as some outcomes

Roza Leikin; Greisy Winicki-Landman

445

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

ERIC Educational Resources Information Center

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

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

2013-01-01

446

Seeing Is Believing: Creating a Catalyst for Teacher Change through a Demonstration Classroom Professional Development Initiative  

ERIC Educational Resources Information Center

This qualitative case study explored the experiences of eight observing teachers, a demonstration teacher, and a program department consultant, who over a nine-month period participated in a demonstration classroom professional development initiative. Analyses of participants' experiences documented how the initiative created a catalyst for…

Grierson, Arlene L.; Gallagher, Tiffany L.

2009-01-01

447

Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education  

ERIC Educational Resources Information Center

Sometimes understood as habits of mind, "dispositions" represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice. Based on the American Association of Colleges for Teacher Education's Task Force on Teaching as a…

Murrell, Peter C., Jr., Ed.; Diez, Mary E., Ed.; Feiman-Nemser, Sharon, Ed.; Schussler, Deborah L., Ed.

2010-01-01

448

Energizing Teacher Education and Professional Development with Problem-Based Learning.  

ERIC Educational Resources Information Center

This collection of papers presents a variety of field-tested examples that use problem-based learning (PBL) for teacher education in many professional development settings. It describes PBL activities for preservice, novice, and experienced educators at all levels. The eight chapters describe teacher educators' experiences using PBL in their…

Levin, Barbara B., Ed.

449

Comprehensive School Teachers' Professional Agency in Large-Scale Educational Change  

ERIC Educational Resources Information Center

This article explores how comprehensive school teachers' sense of professional agency changes in the context of large-scale national educational change in Finland. We analysed the premises on which teachers (n = 100) view themselves and their work in terms of developing their own school, catalysed by the large-scale national change. The study…

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2014-01-01

450

Investigating primary English immersion teachers in China: background, instructional contexts, professional development, and perceptions  

Microsoft Academic Search

Despite the fast growth of English immersion in China, only limited research has been conducted regarding immersion teachers' educational background, instructional contexts, professional development, and their perceptions about English immersion. This study explored the above key issues from three primary immersion schools. Results indicated that the majority of immersion teachers in the study were women under the age of 30

Xiaomei Song; Liying Cheng

2011-01-01

451

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

ERIC Educational Resources Information Center

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

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

2013-01-01

452

Professional Burnout and Compassion Fatigue among Early Childhood Special Education Teachers  

ERIC Educational Resources Information Center

This study explored stress and coping as related to the phenomena of professional burnout, compassion fatigue, and resiliency in early childhood special education (ECSE) teachers. Interviews and observations were conducted with four ECSE teachers and the data were analyzed to identify stressors, coping strategies, and resiliency outcomes. First,…

Naig, Lisa Ann

2010-01-01

453

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

ERIC Educational Resources Information Center

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

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

2012-01-01

454

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

ERIC Educational Resources Information Center

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

Evgenieva, Emilia; Arslan, Serife

2012-01-01

455

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms  

ERIC Educational Resources Information Center

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2011-01-01

456

Online Learning Community: A Case Study of Teacher Professional Development in Indonesia  

ERIC Educational Resources Information Center

This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a "conventional way", hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work…

Sari, Eunice Ratna

2012-01-01

457

Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia  

ERIC Educational Resources Information Center

This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify…

Widodo, Ari; Riandi

2013-01-01

458

Exploring the Relationship between Special Education Teachers and Professional Learning Communities: Implications of Research for Administrators  

ERIC Educational Resources Information Center

School accountability reports reveal that wide achievement gaps exist among different subgroups of students in PK-12 schools. Research findings reveal that general and special education teachers improve their classroom practices when working in professional learning communities (PLCs). In addition, research shows that special education teachers

Blanton, Linda P.; Perez, Yvette

2011-01-01

459

Reform of Teacher Education Said to Require Professional Status and Cooperative Efforts.  

ERIC Educational Resources Information Center

Unless schoolteachers are respected as professionals, the drive to improve education will stall, according to educators speaking at the first national meeting of the Holmes Group, an organization of research universities dedicated to reforming teacher education. Regional priorities, goals, liberal-arts graduates as instructors, and Black teachers

Evangelauf, Jean

1987-01-01

460

Professional Development Experiences in Co-Teaching: Associations with Teacher Confidence, Interests, and Attitudes  

ERIC Educational Resources Information Center

Co-teaching is a widely implemented instructional strategy that poses unique challenges to teachers and may require targeted training. This study considers the role of pre-service and in-service professional development opportunities regarding co-teaching and teacher confidence, interests, and attitudes regarding co-teaching in a sample of general…

Pancsofar, Nadya; Petroff, Jerry G.

2013-01-01

461

A Study on Contribution of the Basic Training Course to the Professional Development of Probationary Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to make an evaluation on contribution of the basic training course to the professional development of probationary teachers. The study group consisted of 21 probationary teachers and 5 education supervisors in Sanliurfa province. The data were collected through semi-structured observation, focus group interview and…

Yildirim, M. Cevat

2012-01-01

462

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

ERIC Educational Resources Information Center

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

Wong, Jocelyn L. N.

2014-01-01

463

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

ERIC Educational Resources Information Center

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

von Gnechten, Mitchell P.

2011-01-01

464

Changing Professional Discourses in Teacher Education Policy Back Towards a Training Paradigm: A Comparative Study  

ERIC Educational Resources Information Center

Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms.…

Beach, Dennis; Bagley, Carl

2013-01-01

465

Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers' Perspectives  

ERIC Educational Resources Information Center

The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended…

Mansour, Nasser; EL-Deghaidy, Heba; Alshamrani, Saeed; Aldahmash, Abdulwali

2014-01-01

466

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

ERIC Educational Resources Information Center

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

Jónsdóttir, Arna H.; Coleman, Marianne

2014-01-01

467

An Evaluative Case Study on Professional Competency of Preservice Information Technology Teachers  

ERIC Educational Resources Information Center

The purpose of this study is to evaluate preservice Information Technology (IT) teachers' professional competency in the teaching process. The study was designed on the basis of evaluative case study. The participants of the study consisted of seven preservice IT teachers attending the department of Computer Education and Instructional…

Kabakci Yurdakul, Isil

2011-01-01

468

Prospective Teachers' Future Time Perspective and Professional Plans about Teaching: The Mediating Role of Academic Optimism  

ERIC Educational Resources Information Center

This study aimed to examine the mediating role of prospective teachers' academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in…

Eren, Altay

2012-01-01

469

An Investigation of the Perception of Professional Development among Mississippi's Secondary Welding Teachers  

ERIC Educational Resources Information Center

This research study originated as a result of a paucity of information available regarding how secondary welding teachers in Mississippi perceive the value of professional development they have received within the previous two years. The purpose of this study was to examine the perceptions of Mississippi's secondary welding teachers regarding…

Ferguson, Douglas Forrest

2012-01-01

470

Smart Boards to Chalkboards: Professional Development for Early Childhood Teachers in Rural East Africa  

ERIC Educational Resources Information Center

The purpose of this study was to examine the teaching strategies of early childhood development teachers in rural East Africa. Teams of early childhood educators from the United States presented professional development conferences for East African Early Childhood Development teachers during the summers of 2007 and 2008. The conferences introduced…

Williams, Jeanne

2012-01-01

471

Engineering Professional Development Design for Secondary School Teachers: A Multiple Case Study  

ERIC Educational Resources Information Center

The complexity of engineering and its integration into K-12 education have resulted in a variety of issues requiring sustained empirical research (Johnson, Burghardt, & Daugherty, 2008). One particular area of need, given the emphasis on teacher effects on student learning, is to research engineering-oriented teacher professional development. A…

Daugherty, Jenny Lynn

2009-01-01

472

The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy  

ERIC Educational Resources Information Center

Despite the importance of teacher efficacy, there has been little research on the effects of interventions intended to increase it. Thus, the present study considered the potential of Professional Development (PD) in enhancing teachers' beliefs about their teaching ability. The study was quantitative in nature and utilized the reliable survey…

Karimi, Mohammad Nabi

2011-01-01

473

Practitioner Research as Part of Professional Development in Initial Teacher Education  

ERIC Educational Resources Information Center

The purpose of this research is to seek the connection between professional development and an MA thesis research project, which is conducted as part of initial teacher education in Finland. This article examines the experiences of teachers with work experience, but without an official qualification, who recently completed their MA thesis. The…

Maaranen, Katriina

2009-01-01

474

Raising the Quality of Vocational Teachers: Continuing Professional Development in England, Wales and Norway  

ERIC Educational Resources Information Center

The view that vocational education and training is central to economic prosperity and social well-being is one that is widely held by policy-makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their "craft" skills and pedagogy, through…

Lloyd, Caroline; Payne, Jonathan

2012-01-01

475

Professional Integration of Immigrant Teachers in the School System: A Literature Review  

ERIC Educational Resources Information Center

This literature review article investigates the professional integration of teachers recently immigrated to Canada and other western countries. Its findings reveal a number of obstacles to the integration of immigrant teachers into the teaching profession. The review summarizes different initiatives facilitating or hampering immigrant…

Niyubahwe, Aline; Mukamurera, Joséphine; Jutras, France

2013-01-01

476

Supporting Teachers' Professional Learning at a Distance: A Model for Change in At-Risk Contexts  

ERIC Educational Resources Information Center

This paper examines the effectiveness of a professional learning model developed to support early years teachers in rural and remote communities in Queensland as they began to implement the Australian Curriculum in Mathematics. The data are drawn from 35 teachers at the initial stage of a large, four year longitudinal study RoleM (Representations,…

Warren, Elizabeth A.; Quine, Janine; DeVries, Eva

2012-01-01

477

The Effect of a Teacher Professional Development in Facilitating Students' Creativity  

ERIC Educational Resources Information Center

The Iranian educational system would benefit from major refinement in order to better develop the creativity of children. The extension of teachers' understanding of creativity is one of the main factors in facilitating change. A theory and practice based professional development program was designed, therefore, to assist teachers to acquire…

Hosseini, Afzal S.; Watt, Anthony P.

2010-01-01

478

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

ERIC Educational Resources Information Center

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

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

479

Clinical Teacher Education: Reflections from an Urban Professional Development School Network. Readings in Educational Thought  

ERIC Educational Resources Information Center

Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of professional development school work has resulted in research institutions being slow to fully adopt a clinical…

Bohan, Chara Haeussler, Ed.; Many, Joyce E., Ed.

2011-01-01

480

Teachers' Perspectives on the Effectiveness of a Locally Planned Professional Development Program for Implementing New Curriculum  

ERIC Educational Resources Information Center

Preparing teachers to implement a new curriculum presents a significant but important challenge. While formal professional development programs can assist in this preparation, finding prescribed experiences that meet the needs of all teachers can be formidable and indeed may not always be the best option for promoting change in practice. Decisions…

Gibson, Susan E.; Brooks, Charmaine

2012-01-01

481

Teacher Professional Identity Development with Social Networking Technologies: Learning Reform through Blogging  

ERIC Educational Resources Information Center

Implementing student-centered, inquiry-based science pedagogy in secondary classrooms, though identified as the goal by all science education professional organizations, is rarely a reality in today's classrooms. Therefore, teachers committed to reform often lack a "local" network with whom they can interact around this new professional discourse…

Luehmann, April Lynn; Tinelli, Liz

2008-01-01

482

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

ERIC Educational Resources Information Center

Based on the view that a well-prepared teacher is one of the keys to young children's successful learning and development in early childhood settings, this book examines the nature and content of current early childhood professional preparation programs at the preservice level, describes high quality early childhood professional preparation, and…

Horm-Wingerd, Diane, Ed.; Hyson, Marilou, Ed.

483

Physical education teachers' continuing professional development in health-related exercise  

Microsoft Academic Search

Background: As a component of the physical education curriculum, Health-Related Exercise (HRE) has been subject to intensive critique in terms of its status, organisation and expression in schools. Concerns and questions have also been raised about physical education teachers' professional knowledge of health and the extent to which HRE features within their continuing professional development (CPD) profiles.Aims: This paper presents

Laura Alfrey; Lorraine Cale; Louisa A. Webb

2012-01-01

484

The Role of Agency in Determining and Enacting the Professional Identities of Early Career Aboriginal Teachers  

ERIC Educational Resources Information Center

This study explores the role of agency in early career Aboriginal teachers expressions of their professional identity. It argues that in the context of teaching, opportunities to exercise personal agency are critical to the development and maintenance of a "healthy" professional identity, particularly for those traditionally disempowered…

Burgess, Cathie

2012-01-01

485

The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise  

ERIC Educational Resources Information Center

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory--or principled reflection--in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory--considering such…

Carr, David; Skinner, Don

2009-01-01

486

Professional Development as Social Transformation: The Literacy for Social Justice Teacher Research Group  

ERIC Educational Resources Information Center

The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

Rogers, Rebecca; Kramer, Mary Ann; Mosley, Melissa; Fuller, Carolyn; Light, Rebecca; Nehart, Melissa; Jones, Rhonda; Beaman-Jones, Sara; DePasquale, Janet; Hobson, Sarah; Thomas, Phyllis

2005-01-01

487

No Child Left Behind and the assault on teachers' professional practices and identities  

Microsoft Academic Search

This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a “performance” model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities. It examines particularly whether the policy shift has impacted the professional practices and identities of pre-service

Brian D. Barrett

2009-01-01

488

Teachers' Perceived Values on the Effect of Literacy Strategy Professional Development  

ERIC Educational Resources Information Center

This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use),…

Mundy, Marie-Anne; Howe, Mary E.; Kupczynski, Lori

2015-01-01

489

A Qualitative Ethnographic Study of How Teachers Who Participate in Professional Learning Communities Construct Knowledge  

ERIC Educational Resources Information Center

A recent study conducted by the National Staff Development Council (NSDC) has found that teachers who participate in high quality professional learning communities (PLC) are provided with on-going professional development that elicit focus on learning, a collaborative culture, collective inquiry, action orientation, commitment to continuous…

Ikhwan, Susana Nunez

2011-01-01

490

Teachers' Perceptions of the Effectiveness of Peer-to-Peer Collaboration for Professional Development  

ERIC Educational Resources Information Center

The purpose of this study was to investigate participating teachers' (PTs) perceptions on the effectiveness of collaborating with a peer for purposes of professional development. As the primary researcher, I wanted to investigate how my colleagues (PTs) perceived peer-to-peer collaboration as a method of professional development. As well, I wanted…

Wyman, Kimberly A.

2011-01-01

491

Early Childhood Teacher Learning through a Professional Development School Program in Hong Kong  

ERIC Educational Resources Information Center

Emphasis on continuing professional development is seen as an important aspect of educational reform at all levels of education. In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels. However, there have been few partnerships within…

Yuen, Lai Ha

2011-01-01

492

Professional Perceptions Regarding the Swaziland Agricultural Teacher Education Program. Summary of Research 49.  

ERIC Educational Resources Information Center

A study was conducted to determine the demographic characteristics of Swaziland agricultural education professionals and their perceptions of the preservice teacher education program in agriculture in their country. Questionnaires were developed and mailed to 128 Swaziland agricultural education professionals, with a total of 116 usable…

Dlamini, Barnabas; Miller, Larry E.

493

Teachers Caught in the Action: Professional Development That Matters. The Series on School Reform.  

ERIC Educational Resources Information Center

This collection of papers focuses on what is known and practiced in professional development. Part 1, "The Purposes of Professional Development," includes (1) "Educational Purposes and Teacher Development" (Maxine Greene); (2) "Going Public: The Imperative of Public Education in the 21st Century" (Carl D. Glickman and Derrick P. Alridge); (3)…

Lieberman, Ann, Ed.; Miller, Lynne, Ed.

494

First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers  

ERIC Educational Resources Information Center

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who…

Peralta, Louisa; Burns, Kellie

2012-01-01

495

Information and Communications Technologies and Teacher Professional Learning Policy and Practice in Scotland: Some Primary School Perspectives  

ERIC Educational Resources Information Center

Teacher professional learning and development has recently come to the fore in Scotland as the government and bodies representing teachers view professional development and learning as important ingredients in the renewal of the profession in the context of the post-"McCrone Report" arrangements for teacher conditions of service and remuneration.…

Rae, Ann; O'Brien, Jim

2007-01-01

496

Assessment of Professional Development by Teachers and Administrators: An Examination of the Literature in the Context of One Case Study  

ERIC Educational Resources Information Center

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they…

Hinds, Marjorie J.; Berger, Marie Josee

2010-01-01

497

Non-Native English-Speaking Teachers and Professional Legitimacy: A Sociocultural Theoretical Perspective on Identity Realization  

ERIC Educational Resources Information Center

Despite nonnative English-speaking teachers' (NNESTs) professional qualifications and increasing contributions to research in TESOL, the native speaker (NS) myth (Phillipson, 1992) continues to undermine these teachers' sense of professional legitimacy and pedagogical efficacy. Thus, due in great part to the notion of an idealized NS teacher of…

Reis, Davi Schirmer

2010-01-01

498

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

NASA Astrophysics Data System (ADS)

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

Rostock, Roseanne

499

Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development  

Microsoft Academic Search

This article discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) during 1998-1999. TICKIT is a school-based professional development program involving 25-30, K-12 teachers from five or six rural Indiana schools each year. In this particular year, web-based asynchronous conferencing was used by 25 TICKIT teachers from five schools to post

Curt Bonk; Lee Ehman; Emily Hixon; Lisa Yamagata-Lynch

2002-01-01

500

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

Microsoft Academic Search

Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices\\u000a in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.\\u000a In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention\\u000a during the first year of implementation. Teachers

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

2008-01-01