Note: This page contains sample records for the topic teacher professional standards from Science.gov.
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Last update: November 12, 2013.
1

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

ERIC Educational Resources Information Center

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

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

2007-01-01

2

Standards for Professional Development for Teachers of Science  

NSDL National Science Digital Library

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

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

2011-05-31

3

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

ERIC Educational Resources Information Center

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

Goepel, Janet

2012-01-01

4

Professional Standards for Health Education Teacher Preparation  

ERIC Educational Resources Information Center

One of the most recent waves of reform in public education began in 1989 when the governors and legislators identified eight goals for the "Goals 2000: Educate America Act" (U.S. Department of Education, 1994). This legislation promulgated the need for standards-based education and impacted health education in several ways. "Goals 2000"…

Frauenknecht, Marianne

2005-01-01

5

Supporting Student Teachers' Professional Learning with Standards-Referenced Assessment  

ERIC Educational Resources Information Center

|Professional standards in teaching are developed in many education systems, with professional learning and quality assurance being the central purposes of these standards. This paper presents an initiative in developing a professional development progress map (hereafter, progress map) within a learning-oriented field experience assessment (LOFEA)…

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

2006-01-01

6

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

7

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

ERIC Educational Resources Information Center

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

Al-Dajeh, Hesham I.

2012-01-01

8

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

ERIC Educational Resources Information Center

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

Al-Dajeh, Hesham I.

2012-01-01

9

A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education  

ERIC Educational Resources Information Center

|Professional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators'…

Cutter-Mackenzie, Amy; Clarke, Barbara; Smith, Phil

2008-01-01

10

A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education  

ERIC Educational Resources Information Center

Professional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators'…

Cutter-Mackenzie, Amy; Clarke, Barbara; Smith, Phil

2008-01-01

11

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

12

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

ERIC Educational Resources Information Center

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

Evans, Linda

2011-01-01

13

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

ERIC Educational Resources Information Center

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

Fiedler, Craig R.; Van Haren, Barbara

2009-01-01

14

The Standard for Chartered Teacher in Scotland: A new context for the assessment and professional development of teachers  

Microsoft Academic Search

As part of a major review of teachers' professional conditions of service in Scotland the Chartered Teacher Programme has been introduced offering experienced teachers the option of a substantial salary enhancement, not by promotion to a school management role, but by staying in the classroom and engaging in a programme of professional development, pursuing an accredited professional qualification (Chartered Teacher

Donald Christie

2006-01-01

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 Qualities and Teacher Induction  

Microsoft Academic Search

The reintroduction of the probationary year for new teachers in England in 1999, with the setting of Induction Standards for the assessment of their performance, is described in this article as a failure to take seriously the complex nature of professional knowledge and practice, and the professional development needs of new teachers. It is argued that putting the ‘self’ at

Les Tickle

2001-01-01

17

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

NASA Astrophysics Data System (ADS)

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

Johnson, Carla Cunnagin

18

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

ERIC Educational Resources Information Center

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

Bereki, Debra Lynn

2010-01-01

19

Implementing the Professional Development Standards: An Innovative M.S. Degree for High School Chemistry Teachers.  

ERIC Educational Resources Information Center

Outlines a vision for a new kind of master's degree tailored to the needs and talents of high school chemistry teachers that provides for integration of both pedagogical knowledge and content knowledge (chemistry). The program provides for continual professional development by using action research in the high school classroom. Presents an…

Bretz, Stacey Lowery

2002-01-01

20

Evaluating Teachers as Professionals.  

ERIC Educational Resources Information Center

|This document outlines a practical teacher evaluation system that avoids the fatal invalidities of present methods. The recommended approach treats teachers as responsible professionals undertaking to perform certain duties while retaining considerable autonomy in discharging them. While teachers acknowledge a need for accountability and…

Scriven, Michael

21

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

Microsoft Academic Search

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

Carol Greco Raphael

2002-01-01

22

Teacher as Design Professional.  

ERIC Educational Resources Information Center

|The best opportunity for interjecting innovation into teaching occurs during the preservice experience. One new approach to teacher education involves creating programs for "design professionals" capable of self-reflection and creative imagination who can become educational change agents and models for the next generation of teachers. (JD)|

Fideler, Elizabeth F.

1988-01-01

23

Conceptualizing Teacher Professional Learning  

ERIC Educational Resources Information Center

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

Opfer, V. Darleen; Pedder, David

2011-01-01

24

Professional development : teachers' learning in reading recovery  

Microsoft Academic Search

With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers'

Prudence M. Smith

2007-01-01

25

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

Microsoft Academic Search

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

George K. Cunningham; J. E. Stone

26

Teacher Professional Standards: A Policy Strategy to Control, Regulate or Enhance the Teaching Profession?  

Microsoft Academic Search

The idea of standards for the teaching profession has been circulating in education policy discourses and public debates in\\u000a Australia, the UK, the USA since the mid 1990s. The rise of education policies in support of professional teaching standards\\u000a needs to be seen in the light of broader public sector reforms which have sought to contribute to increased efficiency and

Judyth Sachs

27

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

28

Cooperating Teachers and Professional Development.  

ERIC Educational Resources Information Center

This study examined connections between being a cooperating teacher and professional development, demonstrating that veteran teachers who desire to transform their teaching practices can use their work with student teachers as professional growth opportunities. It discusses how the role of cooperating teacher can affect veteran teachers'…

Landt, Susan Mary

29

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

30

Reclaiming the Word "Standards": Professional Standards for Teachers of English Language and Literacy in Australia (the STELLA Project).  

ERIC Educational Resources Information Center

|In 1998, the Australian Research Council provided funding for a three year research project to develop professional standards and assessments for the English teaching profession. The project team is a consortium of researchers from three major universities together with the two national English teaching associations and representatives from state…

Doecke, Brenton; Gill, Margaret; McClenaghan, Douglas

31

Student Teachers' Professional Identity  

ERIC Educational Resources Information Center

|This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject and the positive and negative emotions that were evoked. Students emphasized failure or success but not what they had or had not learned. Broader…

Timostsuk, Inge; Ugaste, Aino

2010-01-01

32

Effective Teacher Professionalization in Networks?  

ERIC Educational Resources Information Center

|Teacher professionalization has been focused too strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show…

Hofman, Roelande H.; Dijkstra, Bernadette J.

2010-01-01

33

Teacher Competency Standards: Whose Concern?  

ERIC Educational Resources Information Center

Two teacher educators wonder why education associations are so reluctant to take a hand in monitoring competency standards for their own practitioners. They make comparisons with other professional fields and raise a good question: If it's so impossible to measure what makes a good teacher, why is it that the school superintendent with a visiting…

Seymour, Thomas J.; Armstrong, Elmer

1976-01-01

34

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

35

A Space Science Teacher Professional Development Program  

Microsoft Academic Search

Recent adoption of state\\/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy\\/Space Science content have had little education in the area regardless of when they obtained

Sanjay S. Limaye; Rosalyn A. Pertzborn

2003-01-01

36

Technology professional development for teachers  

Microsoft Academic Search

This article examines technology professional development for preservice and inservice teachers. It reviews the current status\\u000a of technology in our schools, what we know about professional development in the area of technology, and research on efforts\\u000a to increase preservice teacher use of technology in appropriate ways.

Lynne Schrum

1999-01-01

37

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

ERIC Educational Resources Information Center

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

Koch, Richard; Schwartz-Petterson, Jean

38

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

39

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

40

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

41

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

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

Clark, Todd

2006-07-01

42

Improving teachers’ assessment literacy through professional development  

Microsoft Academic Search

This study examined the effects of professional development on teachers’ assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development workshops in authentic assessment. The participating teachers taught Year 4 and 5 English, science,

Kim H. Koh

2011-01-01

43

Teachers' professional development to support inclusive practices  

Microsoft Academic Search

Recent United Kingdom Government documents associated with the ‘special needs’ area of education claim to promote an inclusive approach to children's education. Section 6 of Excellence for All Children (DfEE, 1997a) refers to professional development for teachers and others, but is almost wholly preoccupied with the administration of the Code of Practice, the raising of standards and so on. The

Janice Wearmouth; Gwenn Edwards; Robin Richmond

2000-01-01

44

Improving Teachers' Assessment Literacy through Professional Development  

ERIC Educational Resources Information Center

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

Koh, Kim H.

2011-01-01

45

Teacher Observing Experiences: Deepening Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

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

2004-12-01

46

Professionalism: Teachers Taking the Reins  

ERIC Educational Resources Information Center

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

Helterbran, Valeri R.

2008-01-01

47

Standards and Professionalism: Peace Talks?  

Microsoft Academic Search

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

Mike Newby

48

Enhancing and sustaining teacher professionalism in Pakistan  

Microsoft Academic Search

This paper presents a conceptual framework for fostering teacher professionalism in Government primary schools in Karachi, Pakistan. The framework identifies various stages for enhancing and sustaining teacher professionalism. These stages have been derived from in?depth multiple case studies of four Government primary schools in Karachi where reforms have been occurring. In order to enhance and sustain professionalism among the teachers

Meher Rizvi; Bob Elliott

2007-01-01

49

Voices of Music Teachers regarding Professional Development  

ERIC Educational Resources Information Center

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

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

2005-01-01

50

Student teacher professional agency in the practicum  

Microsoft Academic Search

Teachers are encouraged to be active professionals in their work. Consequently, the development of professional agency in student teachers is an important dimension in teacher education. This paper reports on a study where the practice of six early childhood student teachers enrolled in a Bachelor of Education (Teaching) course was analysed, using Giddens' concept of agency, and each was found

Margaret Turnbull

2005-01-01

51

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

52

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

53

A comparative analysis of primary teacher professionalism in England and Finland  

Microsoft Academic Search

Policy?makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re?interviewing a sample of English and Finnish teachers

Rosemary Webb; Graham Vulliamy; Seppo Hämäläinen; Anneli Sarja; Eija Kimonen; Raimo Nevalainen

2004-01-01

54

New technologies for teacher professional development  

Microsoft Academic Search

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

Elliot Soloway; P. Blumenfeld; J. Krajcik

1998-01-01

55

Teacher Professional Development: Who Is the Learner?  

ERIC Educational Resources Information Center

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

Petrie, Kirsten; McGee, Clive

2012-01-01

56

Emerging Professional Roles for Teacher Educators.  

ERIC Educational Resources Information Center

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

Massanari, Karl; And Others

57

Differentiating Teacher Professional Development with Design  

ERIC Educational Resources Information Center

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

MacFarlane, Bronwyn

2012-01-01

58

Exploring the Dimensionality of Teacher Professionalization  

ERIC Educational Resources Information Center

This article examines the dimensionality of teacher professionalization. Like other recognized professions, teaching deserves a systemic and integral development platform where recruited teachers undergo well-defined transitional stages that would help crystallize their sense of "professional identity" (Credentialing), "professional familiarity"…

Agarao-Fernandez, Editha; de Guzman, Allan B.

2006-01-01

59

Teachers as Researchers: Supporting Professional Development.  

ERIC Educational Resources Information Center

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

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

60

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

Microsoft Academic Search

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

Chris Wilkins

2011-01-01

61

Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia  

ERIC Educational Resources Information Center

|This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

Burns, Eila; Bell, Sheena

2011-01-01

62

Teachers' Beliefs and Continuing Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

63

Perception of Teacher Education and Professional Identity among Novice Teachers  

ERIC Educational Resources Information Center

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

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

2010-01-01

64

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

65

Profiling Teachers' Sense of Professional Identity  

ERIC Educational Resources Information Center

|This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster…

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

2011-01-01

66

Teacher writing for professional learning: A narrative  

Microsoft Academic Search

Nikki Aharonian, an experienced primary school teacher and leader of professional learning in Israel, discovered the powerful influence of writing in learning when she embarked on postgraduate studies. Writing and written conversations were central to her learning experience and teacher-writing in professional learning and identity development became the focus of her study. After reflecting on her experiences and exploring the

NIKKI AHARONIAN

2008-01-01

67

The Federal Role in Teacher Professional Development  

ERIC Educational Resources Information Center

The reauthorization of the Elementary and Secondary Education Act (ESEA) provides an opportune occasion to take a fresh look at the federal role in teacher professional development. Funds designed to improve teachers' professional prowess currently are tucked into a number of federally funded programs--programs, for example, for students living in…

Koppich, Julia E.

2000-01-01

68

Enhancing and Sustaining Teacher Professionalism in Pakistan  

ERIC Educational Resources Information Center

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

Rizvi, Meher; Elliott, Bob

2007-01-01

69

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…

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

2008-01-01

70

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

Microsoft Academic Search

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

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

2007-01-01

71

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

72

Professional Development of Teachers in Jewish Education  

Microsoft Academic Search

\\u000a This chapter explores the nature of effective professional development of teachers by addressing three questions: (1) What\\u000a makes it challenging to create effective professional development for teachers in both general and Jewish education? (2) What\\u000a are the critical principles of effective professional development? (3) What happens when these principles are implemented\\u000a in Jewish educational settings? It then offers three cases

Gail Zaiman Dorph

73

Electronically Mentoring to Develop Accomplished Professional Teachers  

Microsoft Academic Search

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

Christopher R. Gareis; Sheryl Nussbaum-Beach

2007-01-01

74

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

75

Teacher Education and Professional Development.  

ERIC Educational Resources Information Center

Demonstrates a framework for planning inservice teacher education for Canadian Heritage and Native language instruction programs. Framework stages represent the evolution of teacher training: (1) providing teacher training; (2) training of first and second language teachers towards bilingual development; and (3) recognizing the continuum of…

Landon, John

1988-01-01

76

Using an Interactive Multimedia Professional Development Tool to Develop a Teacher's Understanding of Mathematics Teaching  

Microsoft Academic Search

This qualitative case study investigates how one teacher used an interactive multimedia professional development program (Understanding Teaching --UT) to help learn and apply the Professional Standards for Teaching Mathematics published by the National Council of Teachers of Mathematics (NCTM). This teacher spent 14 hours using UT over the course of one school year. Pre\\/post-assessment data indicated that she improved in

Michael T. Charles

77

Standards for Teachers of English/Language Arts.  

ERIC Educational Resources Information Center

|This paper describes the Indiana Professional Standards Board and nine standards for English/language arts teachers. An extensive preface discusses the board, fulfilling the board's mission, a unified system of quality assurance, the core standards, the standards development process, and the standards assessment process. The nine standards

Indiana State Dept. of Education, Indianapolis. Professional Standards Board.

78

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.

79

Beginning teachers becoming professionals through action research  

Microsoft Academic Search

This article describes the conduct of and acquired understandings from a study designed to promote the professional growth of a group of beginning primary school teachers through participatory action research. The beginning teachers collaborated with university academic staff during the design and conduct of the study. A key component of the study was the formation of action research cells of

Ian Ginns; Ann Heirdsfield; Bill Atweh; James J. Watters

2001-01-01

80

Taiwan's Early Childhood Preservice Teachers' Professional Beliefs.  

ERIC Educational Resources Information Center

Used content analysis and grounded theory methods to examine professional beliefs about teaching and learning among 298 Taiwanese early childhood preservice teachers. Found that beliefs can be organized systematically to construct useful patterns of interrelationships among belief components, such as teachers' roles, images of classroom practice,…

Lin, Huey-Ling; Gorrell, Jeffrey; Silvern, Steven B.

2001-01-01

81

The Teacher as a Service Professional  

ERIC Educational Resources Information Center

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

Myers, Donald A.

2008-01-01

82

Exploration of Values: Israeli Teachers' Professional Ethics  

ERIC Educational Resources Information Center

|The main purpose of this study was to explore Israeli teachers' professional ethics and values using the Facet Theory (Guttman in Psychmetrika 33:469-506, 1968). Since Israel does not have a teachers' code of ethics, such exploration can be a basis for constructing one. The study is mainly exploratory, and the main hypotheses that guided the…

Fisher, Yael

2013-01-01

83

Teacher Professional Development in Congregational Settings  

ERIC Educational Resources Information Center

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

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

2008-01-01

84

Linking teacher and student learning to improve professional development in systemic reform  

Microsoft Academic Search

Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. Our approach begins with an analysis of relevant content standards, and uses evidence of student performance to gauge

Barry J. Fishman; Ronald W. Marx; Stephen Best; Revital T. Tal

2003-01-01

85

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

86

Becoming a Professional Reading Teacher  

ERIC Educational Resources Information Center

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

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

2008-01-01

87

Experiences of pioneers facilitating teacher networks for professional development  

Microsoft Academic Search

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 development initiatives) for teacher education and sustained professional development. This study describes a set of

Irene Hanraets; Joitske Hulsebosch; Maarten de Laat

2011-01-01

88

Professional Vision and the Politics of Teacher Learning  

ERIC Educational Resources Information Center

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

Lefstein, Adam; Snell, Julia

2011-01-01

89

Teachers' Professional Vulnerability and Cultural Tradition: A Chinese Paradox  

ERIC Educational Resources Information Center

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

Gao, Xuesong

2008-01-01

90

Using ePortfolio[TM] for the Assessment and Professional Development of Newly Hired Teachers  

ERIC Educational Resources Information Center

In an effort to accommodate mandated standards-based assessment for measuring pre-service teacher quality, the Teacher Education Program at The University of Iowa has used for the last decade a web-based electronic portfolio system--ePortfolio[TM]--to help pre-service teachers document fulfillment of professional teaching standards throughout…

Jun, Moon-Kwon; Anthony, Rebecca; Achrazoglou, John; Coghill-Behrends, William

2007-01-01

91

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

NASA Astrophysics Data System (ADS)

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

Hauck, Nancy

92

PROFESSIONAL INSECURITIES OF PROSPECTIVE TEACHERS.  

ERIC Educational Resources Information Center

|TO DETERMINE WHICH COMMON TEACHING PROBLEMS CAUSE THE GREATEST CONCERN OR INSECURITY AMONG PROSPECTIVE TEACHERS, 445 JUNIORS (243 IN 1962-63 AND 205 IN 1963-64) TAKING A SECONDARY SCHOOL METHODS COURSE WERE ASKED TO RANK TWELVE MAJOR PROBLEMS IN THE ORDER IN WHICH THEY CAUSED CONCERN. THE PROBLEMS WERE COMPILED FROM THOSE OCCURRING FREQUENTLY IN…

LUECK, WILLIAM R.

93

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

Microsoft Academic Search

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

Norman Lucas

2007-01-01

94

Effective Professional Development for Teachers: A Checklist  

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2011-01-01

95

Virtues, Teacher Professional Expertise, and Socioscientific Issues  

ERIC Educational Resources Information Center

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

Melville, Wayne; Yaxley, Bevis; Wallace, John

2007-01-01

96

Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.  

ERIC Educational Resources Information Center

Presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. The approach begins with an analysis of relevant content standards and uses evidence of student performance to gauge areas of need. Professional development is evaluated using reflection, classroom observation, and…

Fishman, Barry J.; Marx, Ronald W.; Best, Stephen; Tal, Revital T.

2003-01-01

97

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

98

Teacher Professional Development in Estonia: Theory and Practice.  

ERIC Educational Resources Information Center

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

Krull, Edgar

2001-01-01

99

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

100

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

ERIC Educational Resources Information Center

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

St. Clair, Sibyl Yvette

2011-01-01

101

Human Rights Education Standards for Teachers and Teacher Education  

ERIC Educational Resources Information Center

|This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.|

Jennings, Todd

2006-01-01

102

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

2013-02-01

103

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

104

The Lost Promise of Teacher Professional Development in England  

ERIC Educational Resources Information Center

|This paper explores three influences on the effectiveness of teacher professional development for improving schools--the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher

Opfer, V. Darleen; Pedder, David

2011-01-01

105

Differences across Academic Subjects in Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

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

Torff, Bruce; Byrnes, Katherine

2011-01-01

106

Developing the Indicators of Professional Competency for Kindergarten Teachers  

Microsoft Academic Search

The success of school education is directly related to the quality of the teacher. In addition to evaluating the teacher's temperament, spirit and character, the judgment of the teacher's ease or awkwardness also indicates the teacher's professional knowledge, skills, and attitude. Hence, qualified kindergarten teachers should be equipped with excellent pedagogical and crisis control competencies besides being well acquainted with

CHING-CHANG LIN; CHI-TUNG CHEN

2006-01-01

107

School Cluster for Teacher Professional Development Based on ICT  

Microsoft Academic Search

School cluster is a new model for teacher professional development (TPD) based on informationand communication technology (ICT); it focuses on the cooperation and communication among schools and teachers in fargoing distributed areas and different levels. The strategies for organization and learning service are the key points for implementation of teacher professional development activities in school cluster. As the new concepts

Yihui Tang; Yueliang Zhou; Xian Li

2009-01-01

108

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

109

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…

Liu, Katrina Yan

2012-01-01

110

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

111

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

112

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

ERIC Educational Resources Information Center

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

Nelson, Tamara Holmlund

2009-01-01

113

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…

Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

2011-01-01

114

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

115

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

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

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

2012-01-01

116

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

117

Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises  

ERIC Educational Resources Information Center

|Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors…

Stanley, Ann Marie

2011-01-01

118

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

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

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

2012-01-01

119

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

120

Regaining Momentum: Teacher Inquiry as Ongoing Professional Development  

ERIC Educational Resources Information Center

|A classroom teacher reflects on the benefits of professional development leading to improved and energized student writing. Although traditional professional development sparked interest and encouraged modifications, the support of a teacher inquiry group as ongoing professional development provided the impact needed to effect significant change…

Wirsing, Janice

2009-01-01

121

Writing as a journey of professional development for teacher educators  

Microsoft Academic Search

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

Yehudit Shteiman; Ariela Gidron; Batia Eilon; Pnina Katz

2010-01-01

122

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

123

The High School Ethics Challenge: Using Standards of Professional Journalism without the Freedoms of the Professional Press.  

ERIC Educational Resources Information Center

|A study examined how a select group of successful high school journalism teachers face the challenge of applying professional standards in the quest for student press freedom. A total of 162 questionnaires (representing a response rate of 46.5%) were returned by a purposive sample of teachers who advise some of the most highly acclaimed student…

Eveslage, Thomas

124

Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism  

ERIC Educational Resources Information Center

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

Tichenor, Mercedes; Tichenor, John

2009-01-01

125

Moral and Instructional Influences of Teachers in Professional Development Schools.  

ERIC Educational Resources Information Center

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

Campoy, Renee W.; Hoewisch, Allison

1998-01-01

126

Involving Practicing Scientists in K-12 Science Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

Bertram, K. B.

2011-12-01

127

Teachers working around large-scale assessment: Reconstructing professionalism and professional development  

Microsoft Academic Search

Educational reform initiatives are predicated on the professionalisation of teaching. Professionalisation implies that teachers assume and practice increased control in areas of non-instructional decision- making, rather than being preoccupied with content and procedural knowledge. As professionals, teachers are called upon to grapple with larger educational purposes and directions. In a more professional culture, teachers assume greater responsibility for generating their

TREVOR GAMBELL

2004-01-01

128

Interpreting Standards of Practice through Teacher Stories: A Case Study. Ontario College of Teachers.  

ERIC Educational Resources Information Center

This paper describes a validation case study of a new document, "Standards of Practice for the Teaching Profession," developed by the Ontario College of Teachers. As part of its mandate as a self-regulatory body, the College is to establish and enforce professional and ethical standards applicable to members of the College. Validation case study…

Squire, Frances A.

129

Professional Standards and Professional Learning: A Position Paper  

ERIC Educational Resources Information Center

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

McDaid, Karen

2010-01-01

130

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

131

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

132

Professional Development in a Culture of Inquiry: PDS Teachers Identify the Benefits of Professional Learning Communities  

ERIC Educational Resources Information Center

|Teacher researchers in a Professional Development School context identify two important shifts in traditional school cultures in order for teacher inquiry to thrive as a means for teacher development: a shift to community and a shift to uncertainty. PDS teachers in this study spoke about their need for supportive learning communities where they…

Snow-Gerono, J.L.

2005-01-01

133

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

ERIC Educational Resources Information Center

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

Cohen, Jennifer L.

2008-01-01

134

Teachers' professional development experiences: Implications for teaching practice  

NASA Astrophysics Data System (ADS)

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 their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.

Venturini, Gabriela N.

135

Science Teacher Education and Professional Development in Argumentation  

Microsoft Academic Search

What do teachers (pre-service teachers as well as in-service teachers) need to know in order to be able to implement argumentation\\u000a processes proficiently in their classrooms? What implications does that body of knowledge have for teacher education (TE)\\u000a and professional development (PD) programs? Let us take a look at the reflections of a teacher who had taught (what she considered

Anat Zohar

136

Focusing Professional Development for Science Teachers on Student Learning  

Microsoft Academic Search

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

Luis Tinoca

137

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

138

Teacher Professional Development through Children’s Project Work  

Microsoft Academic Search

Teachers working in early care and education programs are engaging in professional development activities, many times without a foundation in child development or early childhood education. It is difficult for teachers to apply what is presented in professional development experiences to their classroom. The use of children’s projects, the topic of many research studies and published manuscripts, can be used

Susan Catapano

2005-01-01

139

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

140

State Policies to Improve Teacher Professional Development. Issue Brief  

ERIC Educational Resources Information Center

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

Grossman, Tabitha; Hirsch, Eric

2009-01-01

141

Performance teachers' identity and professional knowledge in advanced music teaching  

Microsoft Academic Search

This paper explores the interrelationship between performance teachers' professional identity and the various forms of professional knowledge they bring to their work. The data derive from an ethnographic case study conducted across a period of 12 weeks in each of two distinct music training institutions in Greece – a University Music Department and a Conservatoire. A total of 28 teachers

Angeliki Triantafyllaki

2010-01-01

142

Getting Recognised: Teachers Negotiating Professional Identities as Learners through Talk  

ERIC Educational Resources Information Center

|This paper presents findings from a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States. The purpose of the research was to identify discourse strategies the teachers used to negotiate local significances for their professional identities.…

Cohen, Jennifer L.

2010-01-01

143

A professional development model for middle school teachers of mathematics  

Microsoft Academic Search

Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers’ classroom effectiveness and improve student achievement. In this article, we describe a professional development model

G. Harris; T. Stevens; R. Higgins

2011-01-01

144

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

145

Routines and Collective Orientations in Mathematics Teachers' Professional Development  

ERIC Educational Resources Information Center

There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when the professional development of mathematics teachers is considered a collective enterprise. I will…

Gellert, Uwe

2008-01-01

146

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

147

Vocational Education and Training Teacher Professional Development: Tensions and Context  

ERIC Educational Resources Information Center

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

Bound, Helen

2011-01-01

148

AN INQUIRY INTO ELEMENTARY ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

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

Chiou-hui Chou

2006-01-01

149

A Conversation of Teachers: In Search of Professional Identity  

ERIC Educational Resources Information Center

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

Smit, Brigitte; Fritz, Elzette; Mabalane, Valencia

2010-01-01

150

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

151

"New Professionalism," Workforce Remodeling and the Restructuring of Teachers' Work  

ERIC Educational Resources Information Center

|Since its election in 1997 the Labour government's policy has sought to promote a "new professionalism" amongst teachers. First mooted at the time when new performance management arrangements were introduced, the discourse of new professionalism has now become closely associated with the "workforce remodeling" agenda in which teachers' work is…

Stevenson, Howard; Carter, Bob; Passy, Rowena

2007-01-01

152

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

153

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

154

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

ERIC Educational Resources Information Center

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

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

2012-01-01

155

Chartered Teachers and the process of professional enquiry: the experience of five Scottish teachers  

Microsoft Academic Search

This article will map the process of collaborative professional enquiry in an attempt to make sense of the structural elements evident in creating a ‘Community of Collaborative Professional Enquiry’ (CCPE). At the heart of each CCPE examined was a collaborative, improvement?focused intervention that was designed and implemented by Scottish teachers engaged in professional updating in pursuit of Chartered Teacher status.

Mike Carroll

2009-01-01

156

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

ERIC Educational Resources Information Center

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

Avalos, Beatrice

2011-01-01

157

Professional learning as a physical education teacher educator  

Microsoft Academic Search

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

Ann MacPhail

2011-01-01

158

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

159

Professional Learning as a Physical Education Teacher Educator  

ERIC Educational Resources Information Center

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

MacPhail, Ann

2011-01-01

160

Professional Learning as a Physical Education Teacher Educator  

ERIC Educational Resources Information Center

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

MacPhail, Ann

2011-01-01

161

Taiwan Early Childhood Pre-Service Teachers' Professional Beliefs.  

ERIC Educational Resources Information Center

|This study examined the patterns of Taiwanese early childhood preservice teachers' professional beliefs about teaching and learning. The instrument included six open-ended questions that examined preservice teachers' perceptions of their roles as teachers, of ways that children learn, and of their relationships with children. Participants were…

Lin, Huey-Ling; Gorrell, Jeffrey; Silvern, Steven B.

162

Teacher Professional Learning as the Growth of Social Capital  

ERIC Educational Resources Information Center

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

Johnson, Wesley; Lustick, David; Kim, MinJeong

2011-01-01

163

Blended Teacher Professional Development: A Synthesis of Three Program Evaluations  

ERIC Educational Resources Information Center

|This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity…

Owston, Ron; Wideman, Herb; Murphy, Janet; Lupshenyuk, Denys

2008-01-01

164

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

165

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…

Margolis, Jason

2012-01-01

166

Professional and Bureaucratic Orientations of Teachers and Organizational Socialization.  

ERIC Educational Resources Information Center

|From a theoretical framework, hypotheses were generated which predicted that 1) teachers who had undergone organizational socialization (experienced teachers) would be more employee-oriented than education students who had no teaching experience; and 2) education students would be more professionally oriented than the experienced teachers. Two…

Krchniak, Stefan P.; Helsel, A. Raymond

167

Constructions of caring professionalism: a case study of teacher educators  

Microsoft Academic Search

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

Jean Murray

2006-01-01

168

Access to Continuous Professional Development by Teachers in England  

ERIC Educational Resources Information Center

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

Opfer, V. Darleen; Pedder, David

2010-01-01

169

Constructions of Caring Professionalism: A Case Study of Teacher Educators  

ERIC Educational Resources Information Center

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

Murray, Jean

2006-01-01

170

To Create a Profession: Supporting Teachers as Professionals. A Report of the AASCU Task Force on Professional Development for Teachers.  

ERIC Educational Resources Information Center

|This report examines the need for ongoing support of teachers as professionals, offering concrete steps that presidents or chancellors can take to improve their programs. It highlights: "A Call for Action"; "What Can University Presidents Do To Best Assure a Competent, Caring and Qualified Teacher in Every Classroom?"; "Why Focus on Professional

Lewis, Anne, Ed.

171

Teachers' Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future  

ERIC Educational Resources Information Center

|There is a growing recognition that teachers' learning, and effective policies and structures to support it, should be at the heart of government polices to improve standards in education (Day, 1999). In England, the continuing professional development (CPD) landscape for teachers is changing; and professional development in physical education…

Armour, Kathleen M.; Duncombe, Rebecca

2004-01-01

172

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

ERIC Educational Resources Information Center

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

Tang, Sylvia Yee Fan

2008-01-01

173

Changing teachers: a critical review of recent policies affecting the professional training and qualifications of teachers in schools, colleges and universities in England  

Microsoft Academic Search

Significant policy change in the field of teacher training and development in England has affected teachers in all phases of education over the last decade. Increased government requirements for accountability and scrutiny have resulted in, for example, the introduction of professional standards for teachers in schools, colleges and universities. However, the content of these changes has varied and there are

Bill Bailey; Jocelyn Robson

2002-01-01

174

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

175

Teacher Diversity: Implications for Professional Development. Research Series.  

ERIC Educational Resources Information Center

This research synthesis provides insight into issues related to teacher diversity and faculty development. It begins with a review of the literature on models of professional development and the characteristics of effective professional development identified by research, with the knowledge that little, if any, research has addressed professional

van Broekhuizen, L. David; Dougherty, Barbara

176

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.

177

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

178

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

179

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

ERIC Educational Resources Information Center

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

Bechtel, Pamela A.; O'Sullivan, Mary

2006-01-01

180

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

ERIC Educational Resources Information Center

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

Schepens, Annemie; Aelterman, Antonia; Vlerick, Peter

2009-01-01

181

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

ERIC Educational Resources Information Center

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

Abednia, Arman

2012-01-01

182

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

ERIC Educational Resources Information Center

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

Sutherland, Louise; Howard, Sarah; Markauskaite, Lina

2010-01-01

183

Professional Standards for Visual Arts Educators  

ERIC Educational Resources Information Center

|The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts Educators"…

National Art Education Association, 2009

2009-01-01

184

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

NASA Astrophysics Data System (ADS)

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 wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers' ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers' knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers' professional development.

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

2012-08-01

185

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

ERIC Educational Resources Information Center

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

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

2008-01-01

186

Finding an identity and meeting a standard: connecting the conflicting in teacher induction  

Microsoft Academic Search

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

Jim McNally; Allan Blake; Brian Corbin; Peter Gray

2008-01-01

187

Quality Science Teacher Professional Development and Student Achievement  

NASA Astrophysics Data System (ADS)

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Dubner, J.

2007-12-01

188

Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills  

ERIC Educational Resources Information Center

|This article presents the main domains that reinforced 11 novice teacher educators, as evidenced by their feedback regarding a one-year programme implemented at an intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an…

Shagrir, Leah

2010-01-01

189

Teacher Professional Development with SOFIA from Inception to Flight  

NASA Astrophysics Data System (ADS)

Since January 1998 Texas science and math teachers have met several times per year in a program centered on SOFIA, the Stratospheric Observatory for Infrared Astronomy. Initial meetings focused on astronomical instrumentation as the ground-based TEXES (Texas Echelon Cross Echelle Spectrograph) and its SOFIA successor, EXES, were developed and built. Sixty-nine different teachers have been involved in the seventy-nine Saturday meetings between January 1998 and October 2011. A typical meeting included an update on SOFIA, an expert talk on a science or technology topic, and a Standards-linked activity that they can carry back to use in their classrooms. Many of the participants have presented activities or reports to their colleagues. A variety of guest-presenters - faculty, staff, and graduate students as well as visitors (both in person and through videoconference) - enriched the program with their expertise. Some Saturday meetings included field trips to Waco to visit the SOFIA aircraft modification; other trips sent subsets of teachers to McDonald Observatory for TEXES' early observations, to Hawaii for observing runs on the IRTF or Gemini, and to various locations for American Astronomical Society meetings. The participants report their increased knowledge of astronomical concepts and of the culture of professional astronomy. By spreading the SOFIA EXES teacher program over such a long period, the staff has formed strong professional bonds with the participants while the participants have shared their experiences with each other. Support from USRA grant 8500-98-008; the National Science Foundation AST- 0607312, AST- 0607708, and AST-0908978; and SOFIA Education/Public Outreach through the SETI Institute 08-SC-1022 is gratefully acknowledged.

Hemenway, Mary Kay; Lacy, J.; Sneden, C.; EXES Teacher Associates, SOFIA

2012-01-01

190

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

ERIC Educational Resources Information Center

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

Essig, Dawn

2011-01-01

191

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

ERIC Educational Resources Information Center

|Examines the intersection of two key reform ideas in science teacher education--professional teaching standards and the use of case methods. Tracks the historical development of what can be called second wave teaching standards and describes how those standards can be exemplified through multimedia web cases of science teaching. (Author/MM)|

Louden, William; Wallace, John; Groves, Robin

2001-01-01

192

Mathematics Teacher TPACK Standards and Development Model  

Microsoft Academic Search

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

Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell

193

English Language Teachers' Professional Uses of Email  

ERIC Educational Resources Information Center

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

Kabilan, Muhammad Kamarul; Embi, Mohamed Amin

2006-01-01

194

Teachers' computer anxiety: implications for professional development  

Microsoft Academic Search

Changes in society's expectations mean that school teachers need to be able to use computers in education with minimal anxiety. Some 350 primary and secondary school teachers completed a questionnaire that identified sources of computer anxiety and provided teachers with the opportunity to suggest solutions. The teachers were very supportive of the use of computers in education, but reported moderately

Glenn Russell; Graham Bradley

1997-01-01

195

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

ERIC Educational Resources Information Center

|This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

2012-01-01

196

Inference-based Teacher Professionalism: How Professional Practitioners in Religious Education Reflect in Action  

Microsoft Academic Search

A theory of professional action is developed based on the 3 modes of inference: abduction, induction, and deduction. The theory explains how professionals reflect in action by combining a single case to their professional repertoire. With teachers in religious education (RE), the problem is focused on how they link students' new and individual religious semantics to traditional Christianity to make

Stefan Heil; Hans-Georg Ziebertz

2004-01-01

197

TEACHERS' PROFESSIONAL DEVELOPMENT IN STATISTICS: THE EARLYSTATISTICS EUROPEAN PROJECT  

Microsoft Academic Search

The EU-funded project EarlyStatistics aims to enhance the teaching and learning of early statistical reasoning in European schools by utilizing distance education to offer high-quality professional development experiences to teachers across Europe. The project consortium has developed and is currently pilot testing an online professional development course in statistics education targeting elementary and lower secondary school European teachers. The article

Maria Meletiou-Mavrotheris; Efi Paparistodemou; Efstathios Mavrotheris; Pilar Azcárate; Anna Serradó; Jose M. Cardeñoso

198

How effectively does the Graduate Teacher Programme contribute to the development of trainee teachers' professional values?  

Microsoft Academic Search

Employment routes into teaching, such as the Graduate Teacher Programme (GTP), are making an increasingly significant contribution to teacher training, but does such training provide opportunities for education in professional values? In the light of Ofsted reports which suggest that GTP trainees often bring particularly well?developed professional values to their training, the purpose of this small?scale study is to gain

Nick Mead

2007-01-01

199

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

ERIC Educational Resources Information Center

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

Iluz, Shira; Michalsky, Tova; Kramarski, Bracha

2012-01-01

200

Teacher Attraction: Are Magnet School Teachers More Professionalized than Traditional Schoolteachers in Urban Secondary Schools?  

ERIC Educational Resources Information Center

|Used a national-level data set to investigate four elements of teacher professionalization in both magnet and traditional urban secondary schools and examine the impact of school organization on teacher professionalization. Results indicated that the magnet school context is noteworthy in the areas of autonomy, classroom control, influence on…

Evans, Lorraine

2002-01-01

201

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

ERIC Educational Resources Information Center

STEM (science, technology, engineering, and mathematics) teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, "STEM Teachers in Professional Learning Communities:…

Fulton, Kathleen; Britton, Ted

2011-01-01

202

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

ERIC Educational Resources Information Center

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

Ganda Nabi, Mahamadou

2010-01-01

203

Professional Development: Teachers Use of GIS to Enhance Student Learning  

Microsoft Academic Search

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 to warrant the time necessary to develop the skills for productive use

Patricia A. McClurg; Alan Buss

2007-01-01

204

Workplace as Community: Perspectives on Science Teachers' Professional Learning  

ERIC Educational Resources Information Center

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

Melville, Wayne; Wallace, John

2007-01-01

205

Psychometric Properties of Characteristics of Teacher Professional Development Instrument  

ERIC Educational Resources Information Center

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

Soine, Karen M.

2011-01-01

206

Factors Affecting Teachers' Participation in Professional Learning Activities.  

ERIC Educational Resources Information Center

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

Kwakman, Kitty

2003-01-01

207

Professional Learning Environment and Human Caring Correlates of Teacher Efficacy.  

ERIC Educational Resources Information Center

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

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

208

Teacher Change in Response to a Professional Learning Project  

ERIC Educational Resources Information Center

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

McDonough, Andrea; Clarkson, Philip; Scott, Anne

2010-01-01

209

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning  

ERIC Educational Resources Information Center

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

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

2011-01-01

210

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…

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

2011-01-01

211

Teachers' Professional Learning: The Role of Knowledge Management Practices  

ERIC Educational Resources Information Center

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

Niehoff, Karissa

2010-01-01

212

Professional Development of Mathematics Teacher Educators: Growth through Practice  

ERIC Educational Resources Information Center

In this paper we present a study conducted within the framework of an in-service professional development program for junior and senior high school mathematics teachers. The focus of the study is the analysis of processes encountered by the staff members, as members of a community of practice, which contributed to their growth as teacher

Zaslavsky, Orit; Leikin, Roza

2004-01-01

213

Psychometric Properties of Characteristics of Teacher Professional Development Instrument  

ERIC Educational Resources Information Center

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

Soine, Karen M.

2011-01-01

214

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

215

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

216

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

217

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

218

Constructing professional identities: Montessori teachers' voices and visions  

Microsoft Academic Search

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

Birgitte Malm

2004-01-01

219

Workload and the Professional Culture of Teachers.  

ERIC Educational Resources Information Center

Increases in teacher workload, deemed an undesirable site-based management consequence, is partly attributable to teachers' organizing skills. A New Zealand case study shows how secondary teachers attempting to improve minority student achievement unintentionally created workload pressures by developing parallel problem-solving structures and…

Timperley, Helen; Robinson, Viviane

2000-01-01

220

Cascade Training and Teachers' Professional Development.  

ERIC Educational Resources Information Center

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

Hayes, David

2000-01-01

221

Development of INSET model for improving Teacher Professionalism in Indonesia  

Microsoft Academic Search

A model of INSET (In-service Teacher Training) has been developed for improving teacher professionalism in Indonesia. Lesson study approach was adopted to develop the model of INSET. Teachers and faculty members collaboratively developed a lesson plan, implemented and observed the lesson followed by post-class discussion to reflect the lesson. The developed lesson plan was based upon hands-on and mind-on activity,

Sumar Hendayana

222

The Professional Development of Teachers: Practice and Theory  

Microsoft Academic Search

The authors explore professional development that aims to change teachers' beliefs and attitudes as well as their teaching practice. They suggest that this cannot come about without addressing both individuals' attitudes to teaching and a whole school's commitment to change. The authors focus largely on a series of professional development programmes based on 'cognitive acceleration'. Because this is an innovation

Philip Adey; Gwen Hewitt; John Hewitt; Nicolette Landau

223

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

224

Professional Development for Preschool Teachers: Evidence for Practice  

ERIC Educational Resources Information Center

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

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

2012-01-01

225

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

226

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.

227

Teachers and ICT: exploring a metacognitive approach to professional development  

Microsoft Academic Search

Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which

Renata Phelps; Anne Graham; Berenice Kerr

2004-01-01

228

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

229

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…

Grierson, Arlene L.

2011-01-01

230

Teacher Retention: What Role Does Professional Development School Preparation Play?  

ERIC Educational Resources Information Center

What role does Professional Development School preparation play in teacher retention? We surveyed PDS and non-PDS graduates of five school-university partnerships to investigate preparation for teaching, employment, proficiency, efficacy, and participation in professional activities. Retention rates were 79% or above, with higher PDS than non-PDS…

Reynolds, Anne; Wang, Lei

2005-01-01

231

Teacher professional development as knowledge building: a Popperian analysis  

Microsoft Academic Search

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

Stephanie Chitpin; Colin W. Evers

2005-01-01

232

Professional Development for Secondary Science Teachers in a Contextual Setting.  

ERIC Educational Resources Information Center

This paper discusses an intensive professional development program designed by a science education specialist in conjunction with university science research professors demonstrating quality science teaching practices for secondary teachers in a contextual setting. The intensive professional development model was designed using research based,…

Nelson, C. Riley; Hanegan, Nikki L.

233

An analysis of teachers' perceptions of informal science professional development  

Microsoft Academic Search

Science professional development, which is fundamental to science education improvement, has been described as being weak and fragmentary. The purpose of this study was to investigate teachers' perceptions of informal science professional development to gain an in-depth understanding of the essence of the phenomenon and related science-teaching dispositions. Based on the frameworks of phenomenology, constructivism, and adult learning theory, the

Martha L Welch

2004-01-01

234

Professional Experience as a Wicked Problem in Initial Teacher Education  

ERIC Educational Resources Information Center

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

Southgate, Erica; Reynolds, Ruth; Howley, Peter

2013-01-01

235

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

ERIC Educational Resources Information Center

|National Board Certification represents one of the most significant reform efforts in the area of teacher quality in the last two decades. Since the National Board for Professional Teaching Standards (NBPTS) certified its first round of teachers in 1995, approximately 32,000 teachers have become certified at a cost to the country of well over…

Goldhaber, Dan; Perry, David; Anthony, Emily

2004-01-01

236

A Teacher Professional Development Program on Comets  

NASA Astrophysics Data System (ADS)

Various elements of a workshop centered on the EPOXI flyby of comet 103P/Hartley 2 were combined to meet several goals: participation in the Galileo Teacher Training Program, relation to a NASA mission, introduction to the Year of the Solar System, and continuing relations with teachers to pass current information on to their communities. The program elements include a residential workshop for teachers at McDonald Observatory, a short workshop at the Texas state science teachers' meeting, evaluation, and continuing electronic communication with participants. Evaluation results indicate the workshop successfully prepared teachers to implement activities and disseminate the new information with their students and their colleagues.

Hemenway, M. K.; Cochran, A.; Meyer, J.; Green, W.; Rood, M.

2012-08-01

237

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

238

Teacher Professional Development in Patterns and Algebra: Being Sensitive to a Teacher's Zone of Proximal Development  

Microsoft Academic Search

This paper examines the use of Blanton, Westbrook & Carter's (2005) extension of Valsiner's (1987) zone theory in interpreting one teacher's Zone of Proximal Development (ZPD) with regard to professional development (PD) from teaching experiments. It shows that if what the researcher sets in the PD is outside the teachers ZPD, little teacher development takes place. It also shows that

Elizabeth Warren; Tom Cooper; Janeen Lamb

239

Teacher career motivation and professional development in special and inclusive education: perspectives from Chinese teachers  

Microsoft Academic Search

Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream schools (N = 326), two special schools (N = 36) and student

Yan Feng

2012-01-01

240

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

241

The Quality of Vocational Teachers: teacher education, institutional roles and professional reality  

Microsoft Academic Search

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or

PHILIPP GROLLMANN

2008-01-01

242

Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators  

Microsoft Academic Search

This paper focuses on the challenges to their professional identity encountered by both experienced and beginning teachers in the course of research and development work intended to develop student teachers’ pedagogical content knowledge. It reports findings from a collaborative action research project within a well?established initial teacher education partnership that was intended to develop more effective ways of supporting student

Katharine Burn

2007-01-01

243

National Professional Standards Review Council: Third Annual Report.  

National Technical Information Service (NTIS)

The Fiscal Year 1975 activities of the National Professional Standards Review Council, directed toward accomplishment of the purposes and objectives of legislation implementing the Professional Standards Review Organization (PSRO) program, are described i...

1975-01-01

244

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

245

Pluralistic ignorance and professional standards: underestimating professionalism of our peers in public relations  

Microsoft Academic Search

Two-hundred-fifty-one responses to a battery of 45 professional standard items indicate that public relations professionals randomly surveyed from across the nation tend to underestimate the current state of professional standards in the field. This state of affairs, described in coorientation theory as pluralistic ignorance, suggests that our field may actually hold higher standards and greater confidence in standards than we

Lynne M. Sallot; Glen T. Cameron; Ruth Ann Weaver Lariscy

1998-01-01

246

Urban Professional Development Working to Create Successful Teachers and Achieving Students  

ERIC Educational Resources Information Center

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

Yost, Deborah S.; Vogel, Robert

2007-01-01

247

Towards professionalism: ethical perspectives of Israeli teachers  

Microsoft Academic Search

This study attempted to gain a better understanding of teachers’ perceptions about their ethical dilemmas and roles. Qualitative data were collected by interviewing 32 teachers in seven schools. Interviewees were asked to provide detailed descriptions of ethical dilemmas they had encountered. The coding process focused on critical incidents involving ethical considerations identified as conflictive. Results indicate a large number of

2009-01-01

248

Planning Teachers' Professional Development for Global Education  

ERIC Educational Resources Information Center

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

Tuomi, Margaret Trotta

2004-01-01

249

Teachers as Learners: Approaches to Professional Education.  

ERIC Educational Resources Information Center

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

Cook, Gillian E.

250

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

ERIC Educational Resources Information Center

This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

Garner, Arthur L., Jr.

2011-01-01

251

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

NASA Astrophysics Data System (ADS)

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

Printy, Susan M.

252

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.

253

Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers  

Microsoft Academic Search

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’ working contexts, some argue, are to blame. A PD project with five biology teachers

Jane McNicholl

2012-01-01

254

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

Microsoft Academic Search

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

Philip E. Poekert

2012-01-01

255

Diving Into the Ocean Sciences: Professional Development Opportunities for Teachers  

NASA Astrophysics Data System (ADS)

Graduate students from the College of Marine Science, at the University of South Florida, are collaborating with teachers in Pinellas County schools to bring the interdisciplinary field of oceanography into the classroom. Through the National Science Foundation's GK-12 OCEANS program, a series of three full-day professional development workshops are being offered to familiarize teachers with ocean science concepts and allow them to devise ways to incorporate inquiry based, hands-on ocean science lessons into primary and secondary curricula. As scientists participating in active ocean science research programs, we hope to use the professional development forum to begin to bridge the gap between teachers and scientists and to build teacher confidence in science. Through the GK-12 infrastructure, teachers are supported in the K-12 classroom to implement the concepts learned through professional development. Teacher's participation in the workshops will include collection and analysis of samples and completion of a wide range of ocean science labs and activities designed for use with their students. The workshops will focus on the Tampa Bay estuary, the Gulf of Mexico, and the deep sea, and will incorporate the disciplines of earth, life and physical sciences. Our goal is to encourage teachers to engage students in science and the scientific process by tapping into the natural resource that surrounds them, the ocean.

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

2004-12-01

256

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

ERIC Educational Resources Information Center

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

Tennessee Univ., Knoxville. Center for Literacy Studies.

257

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,…

Wilkerson, Judy R.; Lang, William Steve

2005-01-01

258

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

ERIC Educational Resources Information Center

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

Shawer, Saad

2010-01-01

259

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

ERIC Educational Resources Information Center

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

Shawer, Saad

2010-01-01

260

A study of the role of the principal of a teachers' training college with regard to teacher educators professional development  

Microsoft Academic Search

The study has been conducted in order to understand the role of the principal with regard to teacher educators' professional development in the context of teachers' training college. The purpose of this study was to find the correlation between leadership role and professional development of teacher educators. The quality and effectiveness of teachers training programmes has been a matter of

Muznah Faheem

2006-01-01

261

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

262

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

NASA Astrophysics Data System (ADS)

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

Higgins, Tara Eileen

263

Modeling Teacher Professional Development Through a Telescope Making Workshop  

NASA Astrophysics Data System (ADS)

The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

2010-08-01

264

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.

265

Synergy Education Press: Tools for Teachers' Professional Development  

Microsoft Academic Search

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

Jeffrey Horvath; Richard Lehrer; Anthony Petrosino

266

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

267

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

ERIC Educational Resources Information Center

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

Poliakoff, Anne Rogers, Ed.

2002-01-01

268

Teacher Induction: An Aspect of the Education and Professional Development of Teachers.  

ERIC Educational Resources Information Center

By the time they complete their preservice education, prospective teachers have acquired a "latent culture" of knowledge, skills, attitudes, and values in anticipation of their professional performance. An Australian research team, with this factor in mind, devised a survey questionnaire to examine the process of induction of beginning teachers.…

Tisher, Richard P.

269

Teacher Professional Development through a School-University Partnership. What Role Does Teacher Identity Play?  

ERIC Educational Resources Information Center

|This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…

Trent, John

2012-01-01

270

Distance Learning in Graduate Music Teacher EducationPromoting Professional Development and Satisfaction of Music Teachers  

Microsoft Academic Search

The impact of a graduate distance learning music teacher education program on the professional development of in-service music teachers is evaluated through telephone interviews of 16 program graduates, a questionnaire completed by 29 current students, and a questionnaire completed by 10 graduating students. Emergent themes are development of teaching philosophy, changes in teaching practice, personal growth, and high program satisfaction.

Kimberly C. Walls

2008-01-01

271

Teachers' Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators  

ERIC Educational Resources Information Center

|This article describes the design and results of a descriptive and explorative case study into the development of professional knowledge by teachers through action research and the facilitation of this by teacher educators. The theoretical framework of the study links the Anglo-Saxon Action Research tradition and the German "Allgemeine Didaktik."…

Ponte, Petra; Ax, Jan; Beijaard, Douwe; Wubbels, Theo

2004-01-01

272

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

ERIC Educational Resources Information Center

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

Gao, Yunli

2010-01-01

273

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

Microsoft Academic Search

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

Rena Upitis; Katharine Smithrim; Barbara J. Soren

1999-01-01

274

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

ERIC Educational Resources Information Center

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

Grollmann, Philipp

2008-01-01

275

Teachers’ lives, critical incidents, and professional practice  

Microsoft Academic Search

Beginning from the premise that methods and outcomes depend upon the interests and intentions of the biographer, this article addresses several issues in the production of teachers’ life histories. Most of these have to do with the politics of the method, such as, “Who gets to say what about whom, to whom, and with what results?” The primary benefit of

David Tripp

1994-01-01

276

Exploring the Complexity of Teacher Professional Identity  

ERIC Educational Resources Information Center

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

Hsieh, Betina Yuan-Cheng

2010-01-01

277

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

ERIC Educational Resources Information Center

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

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

2013-01-01

278

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

279

The Intersection of Parallel Reform Efforts through Professional Development: Connecting Learning Standards and Technology.  

ERIC Educational Resources Information Center

|Describes an online course at Valdosta State University (Georgia) that relates learning standards and technology to develop effective technology-enhanced learning activities. Suggests that this course could be replicated as a professional development opportunity for a broader audience of K-12 teachers. (LRW)|

Recesso, Arthur M.

2002-01-01

280

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

281

The teacher as manager in continuing and professional education  

Microsoft Academic Search

This paper presents a model dealing with the teacher as manager of self?directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self?directed and interactive learning and comprises an outline of phases of learning

Judith Romonini; Joy Higgs

1991-01-01

282

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

283

The relationship between teacher education, professionalism and lifelong learning  

Microsoft Academic Search

This qualitative study unravels teachers' perception on and involvement in lifelong learning through literature review. It also attempts to foster and encourage lifelong learning through professionalism and learning throughout life is essential for adapting to the evolving requirements of the labour market and for better mastery of the changing time-frames and rhythms of an integral part of national and international

Bengi Sonyel

2004-01-01

284

Teachers' continuing professional development: framing a model of outcomes  

Microsoft Academic Search

In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET(. It builds on an earlier typology of INSET outcomes and compares it to two previous classification frameworks. It is argued that the proposed model

John Harland; Kay Kinder

1997-01-01

285

Emerging Considerations for Professional Development Institutes for Science Teachers  

ERIC Educational Resources Information Center

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:…

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

2004-01-01

286

Assessing Preservice Teachers' Dispositions: A Critical Dimension of Professional Preparation  

ERIC Educational Resources Information Center

The early childhood faculty at the University of Memphis developed the Early Childhood Education Behaviors & Dispositions Checklist for four main purposes: (1) The faculty needed a way to clearly communicate to students the expectations for their dispositions and the means of assessment; (2) It is a professional obligation in preservice teacher

Rike, Cheryl J.; Sharp, L. Kathryn

2008-01-01

287

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

288

Recommendations for Offering Successful Professional Development Programs for Teachers.  

ERIC Educational Resources Information Center

|Describes the Center for Chemistry Education (CCE) model for teacher development. Provides three examples of professional development programs that were taken primarily from three CCE initiatives that include Teaching Science with Toys, Partners for Terrific Science, and Science Integration in Today's Elementary Schools. (Contains 12 references.)…

Sarquis, A. M.

2001-01-01

289

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

290

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…

Alexandrou, Alex; O'Brien, Jim

2007-01-01

291

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

292

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

293

Orientations to Science Teacher Professional Development: An Exploratory Study  

ERIC Educational Resources Information Center

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

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

2010-01-01

294

Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study  

ERIC Educational Resources Information Center

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

Reichert, Emily C.

2010-01-01

295

Medical Teachers' Professional Development--Perceived Barriers and Opportunities  

ERIC Educational Resources Information Center

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

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

2010-01-01

296

School reform and transitions in teacher professionalism and identity  

Microsoft Academic Search

In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability, teachers in most countries now work within cultures in which their careers are ever more dependent upon external definitions of quality, progress and

Christopher Day

2002-01-01

297

Backs to the Wall: Supporting Teacher Professional Development with Technology.  

ERIC Educational Resources Information Center

|Describes the development and informal pilot testing of a technology-based model for professional development designed to provide support to teachers in Quebec, Canada. Results from two pilot schools offer support and feedback for the model and identify areas for further research and evaluation. (SLD)|

Gross, Deborah; Truesdale, Christine; Bielec, Sylwia

2001-01-01

298

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

299

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

ERIC Educational Resources Information Center

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

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

2011-01-01

300

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

ERIC Educational Resources Information Center

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

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

2010-01-01

301

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

302

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

303

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

304

The Professional Learning of Teachers in Higher Education  

ERIC Educational Resources Information Center

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

Knight, Peter; Tait, Jo; Yorke, Mantz

2006-01-01

305

Developing Cultural Competence: Mainstream Teachers and Professional Development  

ERIC Educational Resources Information Center

|In response to the underachievement of its Latino children, one district implemented Parent Partnership for Achieving Literacy (PAL), a program to build cultural bridges between home and school. Professional development (PD) that helped mainstream teachers develop cultural competence to work effectively with Latino children and their families was…

Colombo, Michaela W.

2007-01-01

306

Developing Cultural Competence: Mainstream Teachers and Professional Development  

Microsoft Academic Search

In response to the underachievement of its Latino children, one district implemented Parent Partnership for Achieving Literacy (PAL), a program to build cultural bridges between home and school. Professional development (PD) that helped mainstream teachers develop cultural competence to work effectively with Latino children and their families was central to the PAL Program. This article introduces the PAL program and

Michaela W. Colombo

2007-01-01

307

Establishing a Professional Learning Community among Middle School Mathematics Teachers  

ERIC Educational Resources Information Center

|The paper examines how community was established in a professional development institute that focused on algebra content knowledge for middle school mathematics teachers. This qualitative study was framed within a situative perspective. We analyzed multiple data sources to identify the ways in which community was established. Results indicate…

Koellner-Clark, Karen; Borko, Hilda

2004-01-01

308

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

309

Impact of Professional Development on Teacher Practice: Uncovering Connections  

ERIC Educational Resources Information Center

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

Buczynski, Sandy; Hansen, C. Bobbi

2010-01-01

310

The Role of Emotions in Student Teachers' Professional Identity  

ERIC Educational Resources Information Center

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

Timostsuk, Inge; Ugaste, Aino

2012-01-01

311

Research on Professional Development Schools. Teacher Education Yearbook VII.  

ERIC Educational Resources Information Center

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

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

312

Research on Professional Development Schools. Teacher Education Yearbook VII.  

ERIC Educational Resources Information Center

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

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

313

Standardized Tests: A Teacher's Perspective  

ERIC Educational Resources Information Center

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

Blasi, MaryJane

2005-01-01

314

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

NASA Astrophysics Data System (ADS)

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

Higgins, Tara E.; Spitulnik, Michele W.

2008-10-01

315

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

316

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

Microsoft Academic Search

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

Margaret Evans Pittman

2000-01-01

317

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

Microsoft Academic Search

This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachersprofessional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases

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

2002-01-01

318

Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development  

Microsoft Academic Search

The specification of various categories of knowledge that teachers should possess has been a historically consistent feature of moves to professionalize school teaching and to argue for individual teachers' professional autonomy. In this article, I suggest that the ways in which subject knowledge has been treated in research-based recipes for teachers' professional knowledge are often characterized to various degrees by

Viv Ellis

2007-01-01

319

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

Microsoft Academic Search

This article reports on the results of a mixed method case study investigating the relationship between professional learning community (PLC) activities and teacher improvement in a first-year middle school. Data were collected from core academic sixth, seventh, and eighth grade teachers using a professional development survey, teacher interviews, and a review of school documents. Results demonstrated that professional learning community

Parry Graham

2007-01-01

320

Tensions in beginning teachersprofessional identity development, accompanying feelings and coping strategies  

Microsoft Academic Search

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

Marieke Pillen; Douwe Beijaard; Perry den Brok

2012-01-01

321

Markets, Standards, Teaching, and Teacher Education.  

ERIC Educational Resources Information Center

|Argues that the conscious originating motives for both market-oriented and uniform standards approaches to improving the quality of teacher education may not guarantee the effects of such policies in the real world of real schools, noting that such reforms may have dangerous consequences unless efforts are situated within an honest analysis of…

Apple, Michael W.

2001-01-01

322

Markets, Standards, Teaching, and Teacher Education.  

ERIC Educational Resources Information Center

Argues that the conscious originating motives for both market-oriented and uniform standards approaches to improving the quality of teacher education may not guarantee the effects of such policies in the real world of real schools, noting that such reforms may have dangerous consequences unless efforts are situated within an honest analysis of…

Apple, Michael W.

2001-01-01

323

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

Microsoft Academic Search

The relation between teacher professionalism in school and educational process and outcomes, teachers' job attitudes and feelings, and school organizational factors was investigated through a questionnaire survey involving 62 aided primary schools, 58 principals, 1,476 teachers, and 7,969 students of one sponsoring body. The findings show that teachers' professionalism at the school level is positively related to students' affective educational

Yin Cheong Cheng

1996-01-01

324

Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development  

Microsoft Academic Search

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

Meilan Zhang; Mary Lundeberg; Jan Eberhardt

2011-01-01

325

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

Microsoft Academic Search

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the

Elizabeth Blake Lewis

2009-01-01

326

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

ERIC Educational Resources Information Center

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

Cheng, Yin Cheong

1996-01-01

327

Online discussion as a potential professional development tool for first?year teachers  

Microsoft Academic Search

The opportunity to engage in discussion with others about teaching issues is essential to a teacher’s professional development, and can potentially be afforded through online discussions. The following study explored the use of online discussion as a way to engage beginning teachers in professional development. An investigation was conducted to determine what ten beginning teachers discuss during a year?long electronic

Molly E. Romano

2008-01-01

328

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

NASA Astrophysics Data System (ADS)

A longitudinal evaluation study of a science professional development program for K-12 teachers was conducted using the CIPP evaluation model. Eleven years of program data were described and analyzed. Elementary teachers comprised 62% of the 384 participants, 17% of all participants were middle school teachers, and 13% of all participants were high school teachers. The program was focused on education reform initiatives as prescribed in the RFPs of each of three different funding agencies. Activities were congruent with the principles of adult, life-long and active learning. Program design was carefully planned and supported, and focused on content that was coherent with the state's science standards. The program duration was significant; it spread across two semesters and one summer, and incorporating over 180 hours of coursework. Participants worked in small groups, often coming from the same schools, throughout the program. The professional development program that was the subject of this evaluation study was informed by research findings on best practices and adhered to the research-based elements of effective professional development programs. Results indicated that the professional development model that was studied resulted in increased self-efficacy for the science teachers who participated in the program. Increases in self efficacy have been shown to positively affect student achievement. It is therefore reasonable to conclude that the program had a positive effect on student achievement through the teachers who participated in the professional development program. Additionally, this evaluation has demonstrated that the program and associated activities were designed to address national priorities in existence when each proposal was written.

Ewing-Taylor, Jacque M.

329

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

330

Using Standardized Patients to Assess Professionalism: A Generalizability Study  

Microsoft Academic Search

Background: Assessment of professionalism in undergraduate medical education is challenging. One approach that has not been well studied in this context is performance-based examinations. Purpose: This study sought to investigate the reliability of standardized patients’ scores of students’ professionalism in performance-based examinations. Methods: Twenty students were observed on 4 simulated cases involving professional challenges; 9 raters evaluated each encounter on

Mary Zanetti; Lisa Keller; Kathleen Mazor; Michele Carlin; Eric Alper; David Hatem; Wendy Gammon; Michele Pugnaire

2010-01-01

331

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

332

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

333

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,…

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

2012-01-01

334

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

335

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

ERIC Educational Resources Information Center

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

Bryan, Hazel

2012-01-01

336

Personal and professional development of teachers in family medicine.  

PubMed Central

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

Brown, J B

1984-01-01

337

National Board for Professional Teaching Standards--Update. ERIC Digest.  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) was established in 1987 and charged with the mission of improving the quality of teaching and public education. The National Board certification system involves three critical elements: (1) standards setting; (2) assessment instruments; and (3) professional development. This Digest…

Baratz-Snowden, Joan

338

Mapping information security curricula to professional accreditation standards  

Microsoft Academic Search

The alignment of information security education curricula with national and international accreditation standards is a fast growing area of activity. This paper discusses several prominent professional accreditation standards in the area of information assurance in the USA and information security worldwide. Body of knowledge and student learning outcome recommendations by professional computing organizations for the discipline of information security form

Colin J. Armstrong; H. L. Armstrong

2007-01-01

339

Competency?based standards: a boon for continuing professional education?  

Microsoft Academic Search

Establishing competency?based standards for professions promises to help solve many of the difficulties currently besetting continuing professional education. This paper explains why this is so by defining competency?based standards, describing their uses and, hence, showing why they have attracted so much attention recently. Likely applications to continuing professional education are suggested. In addition the advantages and limitations of three different

Paul Hager; Andrew Gonczi

1991-01-01

340

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

341

Continual Professional Development of Teachers: A Smart Strategy for Excellence in the Classroom  

Microsoft Academic Search

This paper discusses the need for continual professional development of teachers or in-service teacher education with a research focus on how this is best implemented to effect learning outcomes in the classroom. An in-service teacher education programme, the Cambridge International Diploma for Teachers and Trainers (CIDTT) is analyzed and the learning outcomes of eight teachers who followed the course and

Tan Hui Leng

2007-01-01

342

Student Teachers' Lay Theories and Teaching Identities: Their Implications for Professional Development.  

ERIC Educational Resources Information Center

Provides an analysis of student teachers' lay theories of teaching and teaching identities, assessing their implications for student teachers' and teachers' professional development. Discusses themes that emerged from an analysis of interviews with beginning student teachers (personal identity and teaching archetypes, student teachers' metaphors…

Sugrue, Ciaran

1997-01-01

343

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

344

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

345

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

NASA Astrophysics Data System (ADS)

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

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

2005-12-01

346

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

NASA Astrophysics Data System (ADS)

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

Short, James Bennett

347

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

ERIC Educational Resources Information Center

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

Ward, Naomi; Goatley, Virginia; Machado, Vanessa

2002-01-01

348

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

NSDL National Science Digital Library

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

Van Dusen, Ben; Otero, Valerie K.

2012-02-06

349

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

Microsoft Academic Search

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

Randy Yerrick; Danielle Beatty-Adler

2011-01-01

350

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

NASA Astrophysics Data System (ADS)

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

Tucker Blackman, Angelicque

351

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

352

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

353

Professional Identity and the CORE Standards  

ERIC Educational Resources Information Center

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

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

2008-01-01

354

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

355

Crossing the Divide between Teacher Professionalism and National Testing in Middle School Mathematics  

ERIC Educational Resources Information Center

|Teacher professionalism is a social construct which varies across time and place. In relation to the teaching of mathematics in the middle school, professionalism is a concept under siege; with the advent of national testing some teachers predict dire consequences for student learning. In this small research project several teachers depicted…

Dimarco, Silvia

2009-01-01

356

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

ERIC Educational Resources Information Center

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

Poekert, Philip E.

2012-01-01

357

Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour  

Microsoft Academic Search

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post?1997 professional roles are given consideration

Sandra Leaton Gray; Geoff Whitty

2010-01-01

358

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

ERIC Educational Resources Information Center

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

Turvey, Keith

2012-01-01

359

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…

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

2011-01-01

360

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

ERIC Educational Resources Information Center

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

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

361

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

362

The Power of Two: Linking External with Internal Teachers' Professional Development.  

ERIC Educational Resources Information Center

Describes two recent trends in professional development: (1) external teacher professional networks aimed at improving teacher content-area instruction, collaboration, and leadership skills and (2) internal school-reform networks focused on developing change structures and teacher forums. Includes two change-oriented elementary schools in…

Morris, Meg; Chrispeels, Janet; Burke, Peggy

2003-01-01

363

Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development?  

Microsoft Academic Search

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding

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

2008-01-01

364

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

365

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

ERIC Educational Resources Information Center

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

Padwad, Amol; Dixit, Krishna K.

2008-01-01

366

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

ERIC Educational Resources Information Center

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

Akiba, Motoko

2012-01-01

367

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

ERIC Educational Resources Information Center

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

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

2008-01-01

368

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

ERIC Educational Resources Information Center

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

Chaudary, Imran Anjum; Imran, Shahida

2012-01-01

369

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

ERIC Educational Resources Information Center

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

Hadar, Linor; Brody, David

2010-01-01

370

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

ERIC Educational Resources Information Center

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

Chien, Chin-Wen

2013-01-01

371

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

ERIC Educational Resources Information Center

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

Higgins, Tara E.; Spitulnik, Michele W.

2008-01-01

372

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

Microsoft Academic Search

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

Barry Fishman; Steven Best; Jacob Foster; Ron Marx

2000-01-01

373

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

ERIC Educational Resources Information Center

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

Moreland, Amy Laphelia

2011-01-01

374

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

375

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

ERIC Educational Resources Information Center

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

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

376

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

ERIC Educational Resources Information Center

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

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

2012-01-01

377

Standards for Reporting Mathematics Professional Development in Research Studies  

ERIC Educational Resources Information Center

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

Sztajn, Paola

2011-01-01

378

Standards for Reporting Mathematics Professional Development in Research Studies  

ERIC Educational Resources Information Center

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

Sztajn, Paola

2011-01-01

379

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

ERIC Educational Resources Information Center

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

Rice Doran, Patricia

2010-01-01

380

The Malaysian Teacher Standards: A Look at the Challenges and Implications for Teacher Educators  

ERIC Educational Resources Information Center

|Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish "high competency" standards for the teaching profession and to increase the status of teachers in Malaysia. This…

Goh, Pauline Swee Choo

2012-01-01

381

Professional training standards in group counseling—idealistic or realistic?  

Microsoft Academic Search

This article contains a critical analysis of the Professional Standards for Training of Group Counselors, recently published by the Association for Specialists in Group Work (ASGW). Recommendations are offered for training programs and for the ASGW.

David G. Zimpfer; Douglas E. Waltman; Susan K. Williamson; Ralph P. Huhn

1985-01-01

382

National Professional Standards Review Council: Second Annual Report.  

National Technical Information Service (NTIS)

The activities of the National Professional Standards Review Council in fiscal year 1974, the Council's views about major program issues, and plans for 1975 are described in this second annual report. During Council meetings, major policy issues discussed...

1974-01-01

383

How can video supported reflection enhance teachers' professional development?  

NASA Astrophysics Data System (ADS)

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

McCullagh, John F.

2012-03-01

384

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

ERIC Educational Resources Information Center

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

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

2010-01-01

385

Jordanian and Malaysian Science Teachers' Prominent Perceived Professional Needs: A Comparison.  

ERIC Educational Resources Information Center

Compares the professional need of science teachers across subject areas and countries by using the Science Teacher Inventory of Need. Reports the results and compares them with United States' research data. (YP)

Bakar, Kamariah Hj. Abu; And Others

1988-01-01

386

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

387

Teacher Professional Development Programs Promoting Authentic Scientific Research in the Classroom  

Microsoft Academic Search

Research Experiences for Teachers (RET) are a fundamentally different kind of professional development (PD) than the more typical teacher PD workshop format. In the past decade RET has evolved from \\

W. W. Sukow

2003-01-01

388

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

Microsoft Academic Search

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

Emmanuel Mushayikwa; Fred Lubben

2009-01-01

389

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

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2012-01-01

390

The Altered Role of Experienced Teachers in Professional Development Schools: The Present and Its Possibilities  

ERIC Educational Resources Information Center

|Evidence suggests that student teaching is one of the most influential components of a teacher education program, and the cooperating teacher exerts the greatest influence on a student teacher. Therefore, it is vital to understand how the role of experienced teachers is affected by the implementation of a professional development school (PDS) as…

Schussler, Deborah L.

2006-01-01

391

Educators' perceptions of continuing professional development for teachers in South Africa: A qualitative study  

Microsoft Academic Search

The effectiveness of educational reform initiatives depends on the quality of teachers. Professional development (PD) of teachers has therefore become a major focal point of school improvement initiatives. The National Policy Framework for Teacher Education and Development (2007) attempts to address the need for suitably qualified teachers in South Africa. The study discussed in this article was qualitative within purposefully

G. M. Steyn

2010-01-01

392

Fostering Teachers' Lifelong Learning through Professional Growth Plans: A Cautious Recommendation for Policy  

Microsoft Academic Search

Abstract This article addresses the question What approaches, experiences and resources foster lifelong learning of teachers? drawing from a qualitative study of an approach to teacher development and supervision recently mandated,in Alberta: teacher professional growth plans. The study interviewed teachers, principals, and superintendents in various jurisdictions about their experiences, perceptions and challenges implementing growth plans. The article first presents significant

Tara J. Fenwick

2001-01-01

393

Vocational teachers in the face of a major educational reform: individual ways of negotiating professional identities  

Microsoft Academic Search

This paper examines how vocational teachers negotiate their professional identity in the context of a major externally imposed curriculum reform. The focus is on the teachers’ orientations towards the reform in its initial stage. Sixteen Finnish vocational teachers were interviewed using open?ended narrative interviews. The data were analysed in accordance with data?driven qualitative analysis methods. From the teachers’ accounts, three

Katja Vähäsantanen; Anneli Eteläpelto

2009-01-01

394

Conceptions of the Study of Jewish Texts in Teachers Professional Development  

ERIC Educational Resources Information Center

|The proliferation of the study of Jewish texts in settings of teachers' professional development poses a challenge for teacher educators. What is the study of these texts to provide for teachers? What would be ways for these texts to be studied in order to contribute to the education of teachers? This paper presents four conceptual approaches of…

Holzer, Elie

2002-01-01

395

Professional Development: It's Union Work. Profiles of How AFT Unions Enhance Teacher Quality.  

ERIC Educational Resources Information Center

|This report describes the work of the American Federation of Teachers (AFT), presenting profiles that describe major professional development opportunities to enhance teacher quality created by the AFT and its affiliates: the Educational Research and Dissemination Program (which links teachers to the research they need); the Beginning Teacher

American Federation of Teachers, Washington, DC.

396

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

397

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

ERIC Educational Resources Information Center

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

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

2012-01-01

398

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

399

Patterns in Teacher Learning in Different Phases of the Professional Career  

ERIC Educational Resources Information Center

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

Vermunt, Jan D.; Endedijk, Maaike D.

2011-01-01

400

Dimensions of Autonomy: Primary Teachers' Decisions about Involvement in Science Professional Development  

ERIC Educational Resources Information Center

|Professional development (PD) for primary science teachers is recognized as an important activity which can support improved science education for students. Analysis of interviews with practicing primary science teachers is used to identify the range of PD experiences of a sample of teachers from Western Australia. Teachers' reasons for attending…

Schibeci, Renato A.; Hickey, Ruth L.

2004-01-01

401

The national professional qualification for head teachers: the need for additional support for candidates for catholic leadership  

Microsoft Academic Search

The National Professional Qualification for Head Teachers (NPQH) is based on an assessment of existing competence and training that has been designed by TTA officials to cover the ‘necessary ground’ of the National Standards. It is by definition and intent a generic approach which covers certain attributes and no others. This article argues that a generic model of training needs

Helen Johnson; Mike Castelli

1999-01-01

402

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

ERIC Educational Resources Information Center

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

Banerjee, Anil

2010-01-01

403

Beyond Externalising and Finalising Definitions: Standards for Teachers of English Language and Literacy in Australia (STELLA)  

ERIC Educational Resources Information Center

|This article explores issues relating to the development of the Standards for Teachers of English Language and Literacy in Australia (STELLA). STELLA is the product of work by members of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators' Association (ALEA), the two key professional bodies in…

Doecke, Brenton

2007-01-01

404

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

Microsoft Academic Search

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

Robert Butler

2010-01-01

405

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

National Technical Information Service (NTIS)

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

2000-01-01

406

Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy  

Microsoft Academic Search

This report examines effects of structural and process features of professional development programs on teachers’ knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities

Lawrence Ingvarson; Marion Meiers; Adrian Beavis

2005-01-01

407

Standards of professional practice for genetic metabolic dietitians.  

PubMed

New discoveries in the field of genetics and recent developments in newborn screening have created opportunities and challenges for genetic metabolic dietitians, placing increasing demands on dietitians to plan appropriate nutritional interventions for patients with metabolic disorders. An appropriate assessment tool must be developed to identify gaps in training and knowledge to assure that dietitians are prepared for advances in this emerging field. Using a multistage process, the Genetic Metabolic Dietitians International founders group developed a set of professional standards modeled after the American Dietetics Association's Standards of Professional Practice and the National Coalition for Health Professions Education in Genetics's core competencies. The Standards of Professional Practice for Genetic Metabolic Dietitians were validated by means of an electronic questionnaire distributed nationally to dietitians through the PRO-METLAB listserv. Statistical measures were used to determine whether perceived importance was significantly associated with compliance for each of the indicators included in the Standards of Professional Practice. The Standards of Professional Practice for Genetic Metabolic Dietitians will be used to structure continuing education opportunities, guide research and evaluation, and will serve as a basis for certification and professional accreditation. PMID:18414212

Singh, Rani H; Kaczmarczyk, Melissa M

2008-04-01

408

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

Federal Register 2010, 2011, 2012, 2013

...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

409

The Professional Development of Teachers in Higher Education: Structures, Methods and Responsibilities.  

ERIC Educational Resources Information Center

Discussion of professional development for teachers in higher education highlights developing professional practice, including the Kolb Learning Cycle; the elements of professional development; the Staff and Educational Development Association (SEDA) accreditation scheme in the United Kingdom; essential processes and structures for professional

Beaty, Liz

1998-01-01

410

Developing Professional Standards in Family Science Internships  

Microsoft Academic Search

This article provides an overview of the history of internships in undergraduate family science programs as well as describes internships in current baccalaureate family science programs. Although social service internships have been a component of family science programs since the 1970s, standards for them have not been developed. Representatives from 32 U.S. baccalaureate family science programs responded to a survey

Laura S. Smart; Debra L. Berke

2004-01-01

411

Academic Freedom, Achievement Standards and Professional Identity  

ERIC Educational Resources Information Center

|The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

Sadler, D. Royce

2011-01-01

412

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

2013-09-01

413

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.

414

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

ERIC Educational Resources Information Center

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

Lear, Darcy W.; Abbott, Annie R.

2008-01-01

415

Professional accounting standards and the public sector—a mismatch  

Microsoft Academic Search

Professional accounting standards have been applied to the public sector in Australia as part of the process of adopting accrual accounting. However, the reason given for their application to the public sector is questionable. The modes of operation of governments and of the business sector are very different, and accounting standards must be tailored to suit the specific information needs

Allan Barton

2005-01-01

416

What Constitutes a "Highly Qualified" Teacher? A Review of Teacher Education Standards and Trends  

ERIC Educational Resources Information Center

This literature review of teacher qualification standards consolidates information from various national groups and takes a historical approach to the development of current trends in such standards. We differentiate between teacher "qualifications" (the legal requirements for a credential) and teacher "quality" and summarize the stipulations of…

Mullen, Carol A.; Farinas, Jose

2003-01-01

417

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.

418

Virtual Voices: Online Teachers' Perceptions of Online Teaching Standards  

ERIC Educational Resources Information Center

|Online teachers' perceptions of online teaching standards published in 2006 by the Southern Regional Education Board (SREB) and the National Education Association (NEA). Interviews with two teachers from each of the four online schools were studied following an online survey of 49 online teachers from these schools. Overall, participants reported…

Smith, Robin Davidson

2009-01-01

419

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

420

From professional development for science teachers to student learning in science  

Microsoft Academic Search

This study investigates the effects of professional development for science teachers on student learning. It is usually expected that professional development programs positively impact student learning, however this dimension is not commonly incorporated in the programs evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers in the work with their students. Two main research

Luis Fonseca Tinoca

2004-01-01

421

The Role of Reflective Journals in Early Childhood Pre-Service Teachers' Professional Development  

ERIC Educational Resources Information Center

The purpose of this study was to examine how early childhood pre-service teachers developed professionally through reflective journals. The study focused on the quality of reflection and the effects of reflection on pre-service teachers' professional development. Thirty-two students, majoring in early childhood education, were participated in this…

Isikoglu, Nesrin

2007-01-01

422

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

ERIC Educational Resources Information Center

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

Doecke, Brenton; Parr, Graham

2011-01-01

423

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

424

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

425

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

ERIC Educational Resources Information Center

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

McLeskey, James

2011-01-01

426

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

427

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

428

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

429

Support for teachers in improving science instruction and building a professional culture: An investigation  

Microsoft Academic Search

Teachers, already working in a demanding and complex occupation, face new challenges posed by current recommendations for changes in science teaching. Reform challenges that teachers face today and principles for professional development suggested by Judith Warren Little are used as a conceptual framework for this study. The study examines one professional development opportunity, the South Coast Science Project (SCSP) which

Meg Morris

2000-01-01

430

Adding value: investigating the discourse of professionalism adopted by vocational teachers in further education colleges  

Microsoft Academic Search

This article is set in the broad context of debates about the nature of professionalism, in particular the professionalism of teachers in the post?compulsory sector. The focus is on teachers of vocational subjects in further education (FE) in England and on their perceptions of their role and work in preparing their learners for employment. In the context of recent changes

Jocelyn Robson; Bill Bailey; Shirley Larkin

2004-01-01

431

Professional Development through Transformation: Linking Two Assessment Models of Teachers' Reflective Thinking and Practice  

Microsoft Academic Search

The ability to reflect is widely known as a factor affecting the effectiveness of teacher development. Terminology such as reflection, reflective thinking, reflective practice, reflective judgment and reflective learning appears a lot in journals and literature about education, training and professional development. Research literature consistently stresses the importance of reflection in the training of teachers and professionals (Kolb, 1984; Kirby,

Harrison Tse

432

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

433

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.

434

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

435

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

436

Schools as Places for Teachers To Learn? Opportunities for Professional Development in Dutch Educational Reform.  

ERIC Educational Resources Information Center

|This paper discusses a study of Dutch secondary education reform, describing the background, noting implications for teacher learning, and arguing that learning supports professional development and derives from performance of activities that help teachers develop professionally. Based on a literature study, a conceptual model was developed in…

Kwakman, Kitty

437

A Comparison of the Professional Development Needs of Kansas and Missouri Teachers of Agriculture  

Microsoft Academic Search

Professional development programs are needed to provide teachers of agriculture with the technical information and skills required to successfully meet the demands of a changing educational environment and advances in technology. Therefore, the purpose of this study was to analyze and compare the professional development needs of secondary agriculture teachers in the states of Kansas and Missouri. Specific research objectives

Shannon G. Washburn; Brad O. King; Bryan L. Garton; Steven R. Harbstreit

438

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

ERIC Educational Resources Information Center

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

Kolenc Kolnik, Karmen

2010-01-01

439

Raising the quality of vocational teachers: continuing professional development in England, Wales and Norway  

Microsoft Academic Search

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 continuing professional development (CPD), is, therefore, a growing area

Caroline Lloyd; Jonathan Payne

2010-01-01

440

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

441

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

442

Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community  

Microsoft Academic Search

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

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

2007-01-01

443

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

444

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

ERIC Educational Resources Information Center

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

Baldwin, Kristi Lynn

2011-01-01

445

The Impact of a Collaborative Model for Curriculum Restructuring on Teachers' Professional Growth  

Microsoft Academic Search

This chapter describes aspects of teachersprofessional growth during a 2-year professional development programme in Guandong, China. The project was a part of national curriculum reform in Mainland China. One component of this curriculum reform is to integrate values education across the curriculum while simultaneously helping teachers to adopt current theories of learning and teaching about the curriculum area itself,

Margaret Taplin; Dorothy Ng Fung Ping; Huang Fuqian

446

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

Microsoft Academic Search

Lifelong learning and continuing professional development (CPD) are considered important activities for geography teachers. However, research in Slovenia shows that many lose their enthusiasm for these activities when they leave university and enter professional practice. In Slovenia, whilst geography teachers have a sound undergraduate education, few partake in postgraduate study and, in the last decade, there has been a decrease

Karmen Kolenc Kolnik

2010-01-01

447

An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness  

ERIC Educational Resources Information Center

|Professional development (PD) has been identified as a critical mechanism that helps teachers increase students' achievement. However, the content and form of this mechanism varies widely. This study examines an ongoing PD for school teachers, which has been explicitly founded on a set of guiding principles associated with quality professional

Tournaki, Eleni; Lyublinskaya, Irina; Carolan, Brian

2011-01-01

448

The Role of Scientists in the Professional Development of Science Teachers.  

ERIC Educational Resources Information Center

This book is a guide for scientists, teachers, and administrators on how to design, implement, and evaluate professional development programs. The assumption is that the science teacher and the practicing scientist are full partners in a professional community. The eight chapters contain information on the committee that produced this book and how…

National Academy of Sciences - National Research Council, Washington, DC. Commission on Life Sciences.

449

The Professional Portfolio: Keys to a Successful Job Search for the Beginning Teacher.  

ERIC Educational Resources Information Center

Credential portfolios as a selection tool in the hiring of new teachers is not a new idea. Their importance has been stressed in the professional literature. For the purpose of this study, we developed a portfolio checklist of items to be included in the beginning teacher's professional portfolio. After a pilot study was conducted, 400 surveys…

Williamson, Ronald E.; Abel, Frederick J.

450

Engaging Teachers as Learners: Modeling Professional Development for Adult Literacy Providers  

ERIC Educational Resources Information Center

As professional developers for the Adult Basic Literacy Education (ABLE) system in Ohio, the authors have focused their efforts over the last several years on more actively engaging adult basic education teachers as learners in the professional development they offer. By creating activities that engage teachers in active learning with their adult…

Hanna, Mary Barbara; Salzman, James A.; Reynolds, Sharon L.; Fergus, Katherine B.

2010-01-01

451

Reflective Professional Development for Urban Teachers through Videotaping and Guided Assessment  

ERIC Educational Resources Information Center

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

Song, Kim H.; Catapano, Susan

2008-01-01

452

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

453

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

Microsoft Academic Search

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

Jane M. Watson

1998-01-01

454

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

Microsoft Academic Search

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

Tara J. Fenwick

455

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

456

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

ERIC Educational Resources Information Center

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

Reeves, Jenny; Drew, Valerie

2012-01-01

457

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

ERIC Educational Resources Information Center

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

Akcay, Behiye

2007-01-01

458

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

ERIC Educational Resources Information Center

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

Kramarski, Bracha; Michalsky, Tova

2009-01-01

459

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

460

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

ERIC Educational Resources Information Center

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

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

2011-01-01

461

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

ERIC Educational Resources Information Center

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

Roberts, Jennifer A.

2009-01-01

462

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

463

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

ERIC Educational Resources Information Center

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

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

2011-01-01

464

The Role of Early Experience in the Development of a Professional Knowledge-base and Identity as a Teacher: Investigating Teacher Education in Belize  

Microsoft Academic Search

Contrary to the norm in developed countries where teachers pursue undergraduate degrees and professional certification before they are employed, many teachers in Belize are employed as high school or junior college graduates and they often teach for several years before entering formal teacher preparation programs. Although there are no formal structures that provide professional support to these teachers in those

Cynthia T. Thompson

2008-01-01

465

Early literacy standards: What new teachers should know  

Microsoft Academic Search

Students in early childhood teacher education programs are expected to know, plan curriculum, and teach within several sets of content area, national, state, and local, learning standards. Understanding where these standards originated and why they are important within the context of classroom practice will help new teachers begin their careers aware of their role in helping children become competent in

Susan Catapano

2005-01-01

466

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

467

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

Microsoft Academic Search

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

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

2010-01-01

468

Teachers’ reflections of professional change during a literacy-reform initiative  

Microsoft Academic Search

Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers’ views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41 primary-grades teachers (students ages 5–9) across five schools in a high-poverty urban district that

Diane Corcoran Nielsen; Arlene Lundmark Barry; Pam Trefz Staab

2008-01-01

469

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.

470

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

ERIC Educational Resources Information Center

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

Mawhinney, Lynnette

2010-01-01

471

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

ERIC Educational Resources Information Center

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

Tellez, Kip; Waxman, Hersh C.

2005-01-01

472

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

ERIC Educational Resources Information Center

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

Purves, Ross; Jackson, Anita; Shaughnessy, Julie

2005-01-01

473

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

ERIC Educational Resources Information Center

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

Wright, Vivian H.

2010-01-01

474

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

475

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

476

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

ERIC Educational Resources Information Center

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

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

2011-01-01

477

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

ERIC Educational Resources Information Center

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

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

2010-01-01

478

A Professional Code of Ethics for Teacher Educators: A Proposal to Stimulate Discussion and Debate  

Microsoft Academic Search

Teacher education is one of the few professions without a professional code of ethics. The author proposes a code specifically designed for teacher educators. The proposal is intended to stimulate discussion with the eventual goal of adoption by teacher educators throughout the nation.

David J. Freitas

1999-01-01

479

Collaboration with Health and Social Service Professionals: Preparing Teachers for New Roles.  

ERIC Educational Resources Information Center

Because the growth of health and social service professionals in schools has implications for schools, teachers, and teacher education, coordination and collaboration among these professions should be improved. Modifications which reflect the need for knowledge and understanding of human services that affect at-risk students are needed in teacher

Bucci, John A.; Reitzammer, Ann F.

1992-01-01

480

School Pupil Change Associated with a Continuing Professional Development Programme for Teachers  

ERIC Educational Resources Information Center

|This paper reports on the evaluation of a six-day programme that provided professional learning to middle school teachers with the aim of equipping them to assist their pupils to achieve improved numeracy outcomes. A teacher profiling instrument designed to measure varied aspects of teachers' knowledge for teaching mathematics was administered to…

Watson, Jane; Beswick, Kim

2011-01-01

481

Primary school science teachers’ perspectives regarding their professional development: implications for school districts in South Africa  

Microsoft Academic Search

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 findings, teachers had negative perceptions that led to the

Bongani D. Bantwini

2012-01-01

482

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

ERIC Educational Resources Information Center

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

Lyons, Terry

2007-01-01

483

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

ERIC Educational Resources Information Center

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

Wright, Vivian H.

2010-01-01

484

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

485

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

ERIC Educational Resources Information Center

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

Uzum, Baburhan

2013-01-01

486

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

487

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

488

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

ERIC Educational Resources Information Center

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

Van Duzor, Andrea Gay

2011-01-01

489

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

ERIC Educational Resources Information Center

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

Eilks, Ingo; Markic, Silvija

2011-01-01

490

Qualities of Professional Dialogue: Connecting Graduate Research on Teaching and the Undergraduate Teachers' Program  

ERIC Educational Resources Information Center

Undergraduate and graduate mathematics teacher education frameworks must ensure professional development of two groups of practitioners within the community of mathematics educators, namely pre-service and in-service mathematics teachers. The relationship between them serves as an example of connection theory and practice in mathematics teacher

Leikin, Roza

2005-01-01

491

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

Microsoft Academic Search

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

R. J. Myers; T. G. Schwerin

2009-01-01

492

Professional Development in Scientifically Based Reading Instruction: Teacher Knowledge and Reading Outcomes  

ERIC Educational Resources Information Center

|This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and…

Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

2009-01-01

493

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.…

Brooks, Clare

2012-01-01

494

Professional Concerns of Beginning Teachers of Deaf and Hard of Hearing Students  

ERIC Educational Resources Information Center

The professional concerns of beginning teachers of students who are deaf or hard of hearing were examined. Five first-year teachers of deaf and hard of hearing students served as participants. Two of the participants were itinerant teachers; three taught in self-contained classrooms. Participants were selected from programs serving deaf and hard…

Guteng, Simon I.

2005-01-01

495

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

ERIC Educational Resources Information Center

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

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

2006-01-01

496

Professional development in inquiry-based science for elementary teachers of diverse student groups  

Microsoft Academic Search

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to

Okhee Lee; Juliet E. Hart; Peggy Cuevas; Craig Enders

2004-01-01

497

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

498

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

499

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

ERIC Educational Resources Information Center

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

Uzum, Baburhan

2013-01-01

500

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

ERIC Educational Resources Information Center

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

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

2013-01-01