Sample records for teacher professional standards

  1. Professional Standards for Australian Special Education Teachers

    ERIC Educational Resources Information Center

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  2. Teacher Professional Standards, Accountability and Ideology: Alternative Discourses

    ERIC Educational Resources Information Center

    Tuinamuana, Katarina

    2011-01-01

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

  3. Supporting Newly Hired Teachers of Science: Attaining Teacher Professional Standards

    ERIC Educational Resources Information Center

    Luft, Julie A.; Dubois, Shannon L.; Nixon, Ryan S.; Campbell, Benjamin K.

    2015-01-01

    National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to…

  4. Standards for Professional Development for Teachers of Science

    NSDL National Science Digital Library

    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

    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.

  5. Professional Standards for Health Education Teacher Preparation

    ERIC Educational Resources Information Center

    Frauenknecht, Marianne

    2005-01-01

    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"…

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

    ERIC Educational Resources Information Center

    Morgan, Anne-Marie

    2010-01-01

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

  7. In Search of the Excellent Literature Teacher: An Inductive Approach to Constructing Professional Teaching Standards

    ERIC Educational Resources Information Center

    Witte, T. C. H.; Jansen, E. P. W. A.

    2015-01-01

    This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many…

  8. Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals

    ERIC Educational Resources Information Center

    Kober, Nancy; McIntosh, Shelby; Rentner, Diane Stark

    2013-01-01

    Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12…

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

    ERIC Educational Resources Information Center

    Fiedler, Craig R.; Van Haren, Barbara

    2009-01-01

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

  10. An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering

    ERIC Educational Resources Information Center

    Reimers, Jackson E.; Farmer, Cheryl L.; Klein-Gardner, Stacy S.

    2015-01-01

    The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for…

  11. Professionalism in early childhood teacher education in an era of elevated standardization and minimalist testing

    Microsoft Academic Search

    Doris Pronin Fromberg

    2003-01-01

    This article explores the meaning of professionalism as it relates to early childhood teacher education. The poignant need for such professionalism is timely within the context of contemporary policies that have the potential to de?skill educational professionalism as well as minimize the breadth and depth of early childhood education. After exploring problems\\/issues associated with a number of specific policies with

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

    ERIC Educational Resources Information Center

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

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

  13. Preparing Effective Teachers of English Language Learners: Practical Applications of the PreK-12 TESOL Professional Standards

    ERIC Educational Resources Information Center

    Fenner, Dianne Staehr; Kuhlman, Natalie

    2012-01-01

    The growing number of English language learners (ELLs) entering U.S. classrooms has increased the demand for effective educators who work with this diverse student population. This book provides guidelines, examples, and strategies in applying the TESOL P-12 Professional Teaching Standards and serves as a resource to programs and teacher educators…

  14. Standards for Required Professional Development for Teachers: A New Vision (N.J.A.C. 6:11-13).

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton.

    This paper presents New Jersey's standards for the required professional development of teachers as follows: (1) enhances subject content knowledge; (2) improves understanding of learners' academic, social, emotional, and physical needs and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their…

  15. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

    The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

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

    ERIC Educational Resources Information Center

    Mulcahy, Dianne

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Ceulemans, Carlijne; Simons, Maarten; Struyf, Elke

    2012-01-01

    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…

  18. Professional Issues for Primary Teachers

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  19. Empowering Teachers through Professional Development

    ERIC Educational Resources Information Center

    Murray, Alice

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Balbach, Amy Beth Mackie

    2012-01-01

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

  1. Designing Higher Education Courses and other Professional Development to Engender Science Teachers' Enthusiasm to Embrace the New Generation Science Standards

    NASA Astrophysics Data System (ADS)

    Welstead, C.; Forder, S. E.

    2014-12-01

    This presentation is an overview of best practices in the design of continuing education courses and professional development workshops for Science teachers to enable them to transition to the NGSS; to share their enthusiasm in a way that engages students and leads to increased student achievement; and to become change agents in their educational settings and in their communities, in order to garner widespread support for an inquiry-based, NGSS-based curriculum. Proposed strands for teacher preparation programmes include a focus on higher level conceptual thinking; problem-solving opportunities for learning; inquiry-based learning; experiential learning and fieldwork; the authentic and effective incorporation of technology in teaching and learning; integrated and cross-curricular teaching and learning; learning that supports diversity and equity; and the appropriate, reliable and valid assessment of understanding. A series of three courses has been developed to prepare teachers in a graduate programme for implementing an inquiry-based, standards-based Science curriculum that incorporates the above-mentioned strands.

  2. Teacher Observing Experiences: Deepening Teacher Professional Development

    Microsoft Academic Search

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

    2004-01-01

    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

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

    ERIC Educational Resources Information Center

    Gao, Xuesong

    2011-01-01

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

  4. Contribution of Professional Development to Standards Implementation

    ERIC Educational Resources Information Center

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Moloney, Robyn

    2009-01-01

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

  6. Exploring Prospective Teachers' Critical Thinking: Case-Based Pedagogy and the Standards of Professional Practice

    ERIC Educational Resources Information Center

    Cherubini, Lorenzo

    2009-01-01

    This qualitative constructivist research study employed a unique professional case-based pedagogy to investigate how concurrent Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that influenced their critical thinking processes. The paper identifies three core categories that…

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

    Microsoft Academic Search

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

    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

  8. Professional Learning Communities and Teachers' Professional Development

    Microsoft Academic Search

    Ray Bolam

    This chapter takes the overall purposes of this collection as its starting point. It addresses the question of how the quality\\u000a of teaching might be improved by considering selected theoretical and empirical work on effective approaches to the professional\\u000a development of teachers and on schools as professional learning communities. In so doing, it also considers issues related\\u000a to the changing

  9. Advancing Teacher Development: Institutions of Higher Education Use the NBPTS Standards To Create Communities for Professional Learning.

    ERIC Educational Resources Information Center

    National Board for Professional Teaching Standards, Arlington, VA.

    This monograph presents eight cases of schools, colleges, and departments of education (SCDEs) in which faculty members are creating experiences in teacher education that are standards-based, elevate the conversation about the profession among teachers, and create more coherent wholeness in which being an educator includes membership in a distinct…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    Since "A Nation at Risk" was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or…

  11. Commentary: Laboratory Science Teacher Professional Development

    NSDL National Science Digital Library

    Todd Clark

    2006-07-01

    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.

  12. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    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…

  13. A Report of the Nineteenth Annual Kansas College Conference and Teacher Education and Professional Standards Conference on Teacher Education; An Examination of Standards and Evaluative Criteria for the Accreditation of Teacher Education.

    ERIC Educational Resources Information Center

    Kansas Advisory Council on Education, Topeka.

    The major portion of this report consists of speeches examining the work of a committee appointed by The American Association of Colleges for Teacher Education (AACTE) in 1966 to propose standards and evaluative criteria for the accreditation of teacher education. Speeches presented include: "NCATE Faces the 1970's" by Rolf W. Larson, director,…

  14. Teacher Observing Experiences: Deepening Teacher Professional Development

    NASA Astrophysics Data System (ADS)

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

    2004-12-01

    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.

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

    NASA Astrophysics Data System (ADS)

    Manning, C.; Buhr, S. M.

    2012-12-01

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

  16. Professional Courses for Teacher Certification.

    ERIC Educational Resources Information Center

    Denemark, George W.; And Others

    The three lectures comprising this document are introduced with a foreword by Clifford L. Bishop and an introduction by William H. Dreier, both of the Department of Education and Psychology which sponsored the Central State Colleges and Universities (CSCU) seminar on the professional program for undergraduates leading to teacher certification and…

  17. Professional Development for Teacher Leaders

    ERIC Educational Resources Information Center

    Rodriguez, Fred; Mantle-Bromley, Corinne; Bailey, Mona; Paccione, Angela

    2003-01-01

    The Colorado Partnership for Educational Renewal has created a professional development opportunity for teachers who are skilled in and committed to teaching for equity and diversity. Participants discuss benefits of their participation, especially valuing the support that crosses district and age-level boundaries. (Contains 1 note.)

  18. Professional Development for Teachers of Reading.

    ERIC Educational Resources Information Center

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

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

  19. Reconsidering Research on Teachers' Professional Identity

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  20. Student teacher professional agency in the practicum

    Microsoft Academic Search

    Margaret Turnbull

    2005-01-01

    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

  1. Reform and national standards: Implications for the undergraduate education and professional development of science and mathematics teachers

    SciTech Connect

    Kirwan, W.E.

    1994-12-31

    Clearly, scientists and teachers have much to offer to the national dialogue on standards and reform in science and mathematics education. In a nation with a highly decentralized K-12 school system and a multitude of independent teacher preparation programs, progress will have to be measured on school district at a time. This fact does not diminish the need for national educational standards, major curriculum projects, and other comprehensive reform efforts. Rather, it recognizes that unless educators at the local level embrace reform concepts, mold them into ideas they can own, have opportunities to share their experiences and learn from others, meaningful reform will not move from the pages of well-intended reports to the nation`s classrooms. This paper discusses the impact of science reform efforts to date, identifies some of the common elements in two reform efforts currently receiving a lot of attention, and offers comments on what new standards and reform might mean for the way universities prepare teachers in the future and offer in-service support for those already in the classroom.

  2. Standards Worrying Teachers

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2013-01-01

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

  3. A Space Science Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Limaye, Sanjay S.; Pertzborn, Rosalyn A.

    Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

  4. Teacher Professionalism since "A Nation at Risk"

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  5. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    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…

  6. Nanoscience Professional Development Workshop for Science Teachers

    Microsoft Academic Search

    Vishal Kapoor; Eric Hagedorn

    2006-01-01

    Nanoscience Professional Development Workshop for Science Teachers This poster provides an overview of a 2 week nanoscience workshop for local high school and middle school science teachers. Goals, activities used, and evaluative findings are presented.

  7. English Language Teachers' Professional Uses of Email

    ERIC Educational Resources Information Center

    Kabilan, Muhammad Kamarul; Embi, Mohamed Amin

    2006-01-01

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

  8. Perception of Teacher Education and Professional Identity among Novice Teachers

    ERIC Educational Resources Information Center

    Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

    2010-01-01

    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…

  9. Curriculum reform and professional development: a case study on Chinese teacher educators

    Microsoft Academic Search

    Hong Zhu

    2010-01-01

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

  10. Teacher Professionalization: Motivational Factors and the Influence of Age

    ERIC Educational Resources Information Center

    Hildebrandt, Susan A.; Eom, Minhee

    2011-01-01

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

  11. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  12. Factors Associated with Elementary Teachers' Collaborative Involvement in Professional Development

    ERIC Educational Resources Information Center

    Garbutt, Tamra

    2012-01-01

    Professional Development Standards in one state require professional learning for teachers in collaborative teams and requires schools to offer teachers opportunities for collaborative and collegial learning activities. The purpose of this study was to discover how elementary schools are consistently implementing this standards-based professional

  13. Teachers' Professional Development. Teachers in Society Series.

    ERIC Educational Resources Information Center

    Hughes, Phillip, Ed.

    This book is the first in a series on teachers and teaching, a result of the Australian Council for Educational Research program of research on teachers. The theme, teachers in society, has been constructed around three broad areas: the context of teaching, teacher education, and teachers' work. The book is divided into 8 chapters as follows: (l)…

  14. Teacher Writing for Professional Learning: A Narrative

    ERIC Educational Resources Information Center

    Aharonian, Nikki

    2008-01-01

    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…

  15. Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers

    ERIC Educational Resources Information Center

    Hardy, Sandra L.

    2012-01-01

    This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their…

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

    ERIC Educational Resources Information Center

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

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

  17. Reshaping Teacher Education through the Professional Continuum

    ERIC Educational Resources Information Center

    McMahon, Margery; Forde, Christine; Dickson, Beth

    2015-01-01

    The current policy gaze on teacher quality is resulting in significant shifts in how teacher education is conceptualized, designed and delivered. Traditional approaches to teacher preparation and continuing professional development (CPD) are being challenged, and often displaced, by new models that expedite the process and experience of becoming a…

  18. Professionally Developing as a Teacher Educator

    ERIC Educational Resources Information Center

    Loughran, John

    2014-01-01

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

  19. Autobiographical Reflections for Teacher Professional Learning

    ERIC Educational Resources Information Center

    Choi, Tat Heung

    2013-01-01

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

  20. Parent Empowerment and Teacher Professionalism: Teachers' Perspective

    ERIC Educational Resources Information Center

    Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

    2008-01-01

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

  1. Standard Setting Practices for Teacher Tests.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M.; Eissenberg, Thomas E.

    Standard setting practices in states using the NTE (formerly the National Teacher Examinations) were examined for 1987. The NTE is composed of two segments: (1) a Core Battery covering the communication skills and general knowledge skills; and (2) a test of professional knowledge about teaching. The processes used to establish passing scores for…

  2. Teachers' Professional Lives and Continuing Professional Development in Changing Times

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan; Choi, Pik Lin

    2009-01-01

    This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

  3. Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System

    ERIC Educational Resources Information Center

    Wilkins, Chris

    2011-01-01

    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,…

  4. Credential of National Board for Professional Teaching Standards Has Impact

    ERIC Educational Resources Information Center

    Viadero, Debra; Honawar, Vaishali

    2008-01-01

    Teachers who earn advanced certification from the National Board for Professional Teaching Standards are more effective than teachers without that credential, but there is little evidence to show the program has transformed the field in the broader ways its founders envisioned, a long-awaited report released last week by a national scientific…

  5. Standards of Quality and Effectiveness for Professional Teacher Preparation Programs CSUF Single Subject Credential 8/20061

    E-print Network

    de Lijser, Peter

    SCHOOLS 31 Program Standard 6: Opportunities to Learn, Practice and Reflect on Teaching in All Subject in English 33 Program Standard 8-B: Pedagogical Preparation for Subject-Specific Content Instruction by Single Subject (SS) Candidates 37 Program Standard 9: Using Technology in the Classroom 46 CATEGORY C

  6. Perceptions of Middle School Teachers on the Quality of Professional Development

    ERIC Educational Resources Information Center

    Giwa, Safurat Anike

    2012-01-01

    Professional learning and professional development are the essential tools employed in schools, districts, and universities in order to increase teachers' knowledge and skills. To gain the most from professional development in middle schools, the experiences and activities must be based on standards. Few researchers explore how teachers think…

  7. So, What About the Professional Development of Teacher Educators?

    ERIC Educational Resources Information Center

    Smith, Kari

    2003-01-01

    Discusses incentives for teacher educators to engage in professional development, proposing examples of how teacher educators' professional development is initiated by individual teacher educators and occurs outside the teacher education institution and suggesting that systematic professional development is needed within the teacher education…

  8. Professional Standards into the Future

    ERIC Educational Resources Information Center

    Harbon, Lesley

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Bailey, Lora B.

    2010-01-01

    This 3 year longitudinal study reports the feasibility of an "Improving Teacher Quality: No Child Left Behind" project for impacting teachers' content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based…

  10. Understanding New Teachers' Professional Identities through Metaphor

    ERIC Educational Resources Information Center

    Thomas, Lynn; Beauchamp, Catherine

    2011-01-01

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

  11. Professional Laboratory Experiences in Teacher Education.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    The practical experiences, or the professional laboratory program in teacher education, is the subject of this publication. Its intent is to serve colleges, universities, and schools as a guide in their development of a full range of laboratory experiences in an effort to assure more competent and committed teachers to improve the education of…

  12. Teacher as Writer: Entering the Professional Conversation.

    ERIC Educational Resources Information Center

    Dahl, Karin L., Ed.

    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…

  13. Professional Learning Networks Designed for Teacher Learning

    ERIC Educational Resources Information Center

    Trust, Torrey

    2012-01-01

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

  14. Exploration of Values: Israeli Teachers' Professional Ethics

    ERIC Educational Resources Information Center

    Fisher, Yael

    2013-01-01

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

  15. Schooling Teachers: Professionalism or Disciplinary Power?

    ERIC Educational Resources Information Center

    Bourke, Terri; Lidstone, John; Ryan, Mary

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

    Farmer, Kylie

    2009-01-01

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

  18. Infusing Neuroscience into Teacher Professional Development

    PubMed Central

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

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.

  19. Virtues, Teacher Professional Expertise, and Socioscientific Issues

    ERIC Educational Resources Information Center

    Melville, Wayne; Yaxley, Bevis; Wallace, John

    2007-01-01

    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.…

  20. Teacher Empowerment and the Ideology of Professionalism.

    ERIC Educational Resources Information Center

    Ross, E. Wayne

    The rhetoric and results of efforts to empower and professionalize teachers are examined to gain insight into ways in which the language of educational reform functions in both maintaining and changing power relations. This critical analysis clarifies how the ways people communicate both influence and are influenced by the structures and forces of…

  1. A Vital K-12 Partner Teacher Professional

    E-print Network

    Li, Mo

    about pursuing STEM subjects, and Georgia Tech Jumpstart trains Tech students to foster early reading leaders who want to team with Georgia Tech to improve performance in STEM for all students at the levelA Vital K-12 Partner Teacher Professional Development Opportunities GIFT Internship www

  2. Conditions for Student Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

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

  3. Infusing Neuroscience into Teacher Professional Development

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  4. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    ERIC Educational Resources Information Center

    McDonald, Lex

    2012-01-01

    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,…

  5. Teacher Educators' Constructions of Professionalism: A Case Study

    ERIC Educational Resources Information Center

    Murray, Jean

    2014-01-01

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

  6. A Virtual Teacher Community to Facilitate Professional Development

    E-print Network

    Paris-Sud XI, Université de

    A Virtual Teacher Community to Facilitate Professional Development Desislava Ratcheva, Eliza. Information technologies revolution calls for new skills and teachers' qualifications. In order to help relevant teachers knowledge and skills, on the other. The paper discusses the problem for supporting

  7. Teacher Activist Organizations and the Development of Professional Agency

    ERIC Educational Resources Information Center

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

    Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

  8. Professionalism and partnership: panaceas for teacher education in Scotland?

    Microsoft Academic Search

    Aileen Kennedy; Robert Doherty

    2012-01-01

    A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a ‘panacea approach’ to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace ‘twenty-first century professionalism’ through a partnership approach to teacher education. However, neither ‘professionalism’,

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

    ERIC Educational Resources Information Center

    Walling, Donovan R., Ed.

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

  10. Valuable Views: A Public Opinion Research Report on the Views of AFT Teachers on Professional Issues.

    ERIC Educational Resources Information Center

    American Federation of Teachers, Washington, DC.

    This study sought the opinions of teachers, all members of the American Federation of Teachers, on issues such as student discipline, common academic standards, inclusion, professional development, and school reform. The telephone survey of a sample of 800 teachers from kindergarten through Grade 12 was conducted in Spring, 1995. Findings include…

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

    Microsoft Academic Search

    Linzy Brady

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Ticknor, Anne Swenson

    2014-01-01

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

  13. The Implementation of Standards-Based Teacher Evaluation in Vietnamese Secondary Schools: A Case Study in Dong Thap

    ERIC Educational Resources Information Center

    Pham, Huy Q.

    2013-01-01

    Teacher quality has become a critical area of concern in Vietnamese education. Recently, new professional standards for teachers in secondary schools have been developed, piloted, and implemented. This study explores the perceptions of teachers, school principals, and other administrators about the new teacher professional standards, the…

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

    ERIC Educational Resources Information Center

    Zhang, Xiao Feng; Ng, Ho Ming

    2011-01-01

    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…

  15. Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Yelling, Martin

    2004-01-01

    This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

  16. Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

    ERIC Educational Resources Information Center

    Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

    2015-01-01

    The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional

  17. Professional Development Schools and Critical Friends Groups: Supporting Student, Novice and Teacher Learning

    ERIC Educational Resources Information Center

    Norman, Patricia J.; Golian, Katherine; Hooker, Heather

    2005-01-01

    Recently developed Professional Development School standards underscore the importance of professional learning community, inquiry, shared decision-making and a focus on student learning. These standards closely mirror the goals of "Critical Friends Groups," a significant movement in education to improve student achievement through teacher

  18. An analysis of zoo and aquarium provided teacher professional development

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

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

    NSDL National Science Digital Library

    Gillian Roehrig

    2009-02-21

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

  20. Constructing Collaboration: The Use of Designed Teacher Professional Communities for Instructional Change

    ERIC Educational Resources Information Center

    Van Lare, Michelle DeVoogt

    2010-01-01

    Teacher professional communities are central in the current discussion of teacher learning and professional development. Instructional reform initiatives aimed at improving student achievement through changes in instruction depend on effective professional development structures. Increasingly, teacher professional communities are being identified…

  1. Technology Professional Development: Successful Strategies for Teacher Change. ERIC Digest.

    ERIC Educational Resources Information Center

    Barnett, Harvey

    The goal of any professional development program is to inform and change teacher behavior as a result of new information. Professional development activities need to be designed in a way that ensures that teachers' time and your investment in time and money pay off in increased student achievement. Getting teacher buy in is important when…

  2. Do Less Effective Teachers Choose Professional Development Does It Matter?

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  3. Professional Development: Implications for Illinois Career and Technical Education Teachers

    ERIC Educational Resources Information Center

    Drage, Karen

    2010-01-01

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

  4. A Study on Pertinent Influencing Factors on Teachers' Professional Identity

    ERIC Educational Resources Information Center

    Song, Guangwen; Wei, Shuhua

    2007-01-01

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

  5. Primary Teachers' Experience of a Physical Education Professional Development Programme

    ERIC Educational Resources Information Center

    Coulter, Maura; Woods, Catherine B.

    2012-01-01

    Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers' daily experiences. The purpose of the study was to explore primary teachers' experiences of a 6-week physical education professional development programme…

  6. Teacher Tensions: Expectations in a Professional Development Institute

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  7. Teacher Professional Development for the Less Commonly Taught Languages.

    ERIC Educational Resources Information Center

    Johnston, Bill; Janus, Louis

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

  8. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    ERIC Educational Resources Information Center

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  9. Reforming Professional Development: Focusing on Teachers' Practices

    ERIC Educational Resources Information Center

    Leach, Laura M.

    2012-01-01

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

  10. Monitoring Standards for Professional Education.

    ERIC Educational Resources Information Center

    Cameron, Helen

    2001-01-01

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

  11. Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism

    ERIC Educational Resources Information Center

    Tichenor, Mercedes; Tichenor, John

    2009-01-01

    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…

  12. Developing Foreign Language Teacher Standards in Uruguay

    ERIC Educational Resources Information Center

    Kuhlman, Natalie A.

    2010-01-01

    This article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and…

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

    ERIC Educational Resources Information Center

    Winkler, Amber

    2002-01-01

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

  14. Staff Development: Standards that Influence Teacher Practice

    ERIC Educational Resources Information Center

    Kostine, Callista

    2010-01-01

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

  15. Staff Development: Standards That Influence Teacher Practice

    ERIC Educational Resources Information Center

    Brotherton, Steve; Kostine, Callista; Powers, Christine

    2010-01-01

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

  16. Teacher Efficacy in an Early Childhood Professional Development School

    ERIC Educational Resources Information Center

    Epstein, Ann; Willhite, Gary L.

    2015-01-01

    Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor…

  17. Enriching the Professional Development of Mathematics Teachers. ERIC Digest.

    ERIC Educational Resources Information Center

    Lee, Hea-Jin

    In recent years there has been growing dissatisfaction with traditional approaches to teacher education. Educators have indicated that teacher education programs are not adequately preparing teachers for future conditions and student needs. The current focus of professional development includes not only teachers but also the many organizations to…

  18. Factors affecting teachers’ participation in professional learning activities

    Microsoft Academic Search

    Kitty Kwakman

    2003-01-01

    This paper describes two studies into teacher workplace learning. The first study aimed at developing a definition of teacher learning at the workplace and at exploring factors that may affect teacher learning at the workplace. Based on a conceptualization of teacher workplace learning as participation in professional learning activities, the second study addressed two research questions to be answered by

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. Evaluation Competencies of Professional and Non-Professional Teachers in Nigeria

    ERIC Educational Resources Information Center

    Ololube, Nwachukwu Prince

    2008-01-01

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

  1. Considering Professional Identity to Enhance Agriculture Teacher Development

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

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

  2. Research Capacity Building through Professional Development for K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Sparrow, E. B.; Cable, J.; Bolton, W. R.

    2014-12-01

    Engaging teachers in field research provides opportunities to learn and use the knowledge and skills in the eight practices of science and engineering emphasized in the Next Generation Science Standards. At Global Learning and Observations to Benefit the Environment (GLOBE) professional development workshops for teachers in Alaska, we use a professional development model that we developed in the Seasons and Biomes Project. Daily activities integrate an earth system and interdisciplinary approach, science content and processes based on GLOBE measurement protocols in various fields of investigations such as weather and climate, hydrology, land cover, phenology, and soils, best teaching practices such as inquiry, and a model for student science research investigation. Besides learning and practicing the measurement protocols and the steps in conducting a science investigation inside and outside the workshop classroom, teachers conduct field research with scientists studying the ecosystems of a deciduous forest and a black spruce forest. In addition to enhancing science content and practices learning, assessment results and student work indicate increased research capacity when the trained teachers return to their classroom and engage their students in ongoing regional or global research investigations as well as in conducting their own studies at or close to their schools.

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

    ERIC Educational Resources Information Center

    Yezierski, Ellen J.; Herrington, Deborah G.

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Petula, Jason

    Contemporary science education reform movements stress the importance of the professional development of teachers as an avenue for facilitating teacher change. Educational research on the professional development of teachers often focuses on the effect of hierarchical approaches on teachers enacting an authoritative perspective. Little understanding exists about the professional development of teachers that is non-hierarchical. This thesis explores teacher-to-teacher mentoring as professional development in the context of science research experiences. The participants in this study were teachers involved in the National Science Foundations' (NSF) Teachers Experiencing Antarctica and the Arctic (TEA) program. This study examines meaningful interactions between three mentor teachers (i.e., TEA teachers) that participated in authentic scientific polar research and twelve protege teachers (non-TEA teachers) that resulted in teacher change. The research questions that guided this study were: (1) How do meaningful interactions among teachers occur? (2) How do teachers describe professional collaborations associated with authentic science research experiences? (3) What elements of interactions among teachers are meaningful? (4) Why are these elements of interactions meaningful to teachers? Grounded theory was the analytical approach used in this study within the context of naturalistic inquiry. Theoretical sampling required simultaneously interviewing participants, coding, and data analysis. Data analysis revealed three categories that described the participants mentoring experiences: (a) actions, (b) interactions, and (c) engagement results. Each incident of mentoring is an engagement that comprises participant action and interaction. The findings indicate that engagements that involve synthesis actions and dialogic interactions are meaningful to participants and result in teacher change. These types of engagements occur when participants have ownership in an engagement. The findings also suggest a cyclical relationship between teacher change and engagements. Teachers that experience change to their practice may participate in further professional development engagements. This study has implications for teacher professional development, program policy, and education research.

  7. Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

    ERIC Educational Resources Information Center

    Haug, Carolyn A.; Sands, Deanna Iceman

    2013-01-01

    The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  9. Professional Development and Teacher Change: The Missing Leadership Link

    ERIC Educational Resources Information Center

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

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

  10. Teachers' Beliefs about Using a Professional Development Plan

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  11. Growing Teachers: Some Important Principles for Professional Development

    ERIC Educational Resources Information Center

    Wassermann, Selma

    2009-01-01

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

  12. Professional Development and Teacher Learning: Mapping the Terrain

    Microsoft Academic Search

    Hilda Borko

    2004-01-01

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

  13. A Conversation of Teachers: In Search of Professional Identity

    ERIC Educational Resources Information Center

    Smit, Brigitte; Fritz, Elzette; Mabalane, Valencia

    2010-01-01

    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,…

  14. Professional Development: The Teacher's Perspective

    ERIC Educational Resources Information Center

    Brown, Julie Miller

    2013-01-01

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

  15. Performance teachers' identity and professional knowledge in advanced music teaching

    Microsoft Academic Search

    Angeliki Triantafyllaki

    2010-01-01

    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

  16. How Do Novice Teachers in Finland Perceive Their Professional Agency?

    ERIC Educational Resources Information Center

    Eteläpelto, Anneli; Vähäsantanen, Katja; Hökkä, Päivi

    2015-01-01

    This study investigated novice teachers' perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice…

  17. Teacher Professional Development Focusing on Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Van Driel, Jan H.; Berry, Amanda

    2012-01-01

    Because pedagogical content knowledge (PCK) includes teachers' understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers' professional

  18. Teacher Perceptions of Levels of Professional Contribution to the School

    ERIC Educational Resources Information Center

    Roby, Douglas E.

    2009-01-01

    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…

  19. Effectiveness of Professional Development Policies Based on Teachers' Subjective Evaluation

    ERIC Educational Resources Information Center

    Zhang, Donghai

    2010-01-01

    The results of a questionnaire-based investigation carried out across China regarding teachers' professional development were used to create an extensive database. Chinese teachers' subjective evaluation of a number of professional development policies was statistically analyzed. From their ratings, it is shown that in schools across China,…

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

    ERIC Educational Resources Information Center

    Tallerico, Marilyn

    2005-01-01

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

  1. Professional Identity and Pedagogical Space: Negotiating Difference in Teacher Workplaces

    ERIC Educational Resources Information Center

    Kostogriz, Alex; Peeler, Eleanor

    2007-01-01

    This paper explores "spatial struggle" in the formation of professional identities of overseas-born teachers. The basis of this struggle arises from a limited number of subject positions available for them in pedagogical spaces of the Australian system of education. We argue that relations of power/professional knowledge in teacher workplaces as…

  2. Teaching Teachers: Professional Development To Improve Student Achievement

    NSDL National Science Digital Library

    Heather Hill, David Cohen

    2005-01-01

    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.

  3. Professional Standards and Professional Learning: A Position Paper

    ERIC Educational Resources Information Center

    McDaid, Karen

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Avalos, Beatrice

    2011-01-01

    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…

  6. The Factors that Affect Science Teachers' Participation in Professional Development

    NASA Astrophysics Data System (ADS)

    Roux, Judi Ann

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

  7. Illinois Occupational Skill Standards. Meeting Professional Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  8. STEP UP to networks for science teacher professional development

    Microsoft Academic Search

    Carl Stannard; Thomas O’Brien; Andrew J. Telesca

    1994-01-01

    Conclusion  Enhancement of the professional status of teachers, support for exemplary teaching methods, and encouragement of science teacher\\u000a professionalism and life-long development opportunities are receiving increased attention (National Research Council, 1993;\\u000a NSTA, 1993). While a variety of support mechanisms and structural changes in schooling may be necessary to effect significant\\u000a long-term change, teachers’ networking capacity can be significantly enhanced via networks

  9. Understanding Inservice Science Teachers' Needs for Professional Development

    NASA Astrophysics Data System (ADS)

    Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan

    2015-05-01

    Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers' needs for professional development situated in specific science topics. Data were drawn from a total of 118 science teachers who participated in a professional development program over 3 years. First, this study identified a list of common science topics that teachers needed to improve in life science, physics science, and earth science. Also, teachers perceived the needs to improve teaching of certain topics for different reasons: themselves, students, and curricular changes. Moreover, data analysis showed that teachers needed improvement in multiple areas of pedagogical content knowledge: learners, instructional strategies, curriculum, and assessment. In particular, inquiry teaching was one of the greatest challenges for most teachers.

  10. A Strength-Based Approach to Teacher Professional Development

    ERIC Educational Resources Information Center

    Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

  11. With Portfolio in Hand. Validating the New Teacher Professionalism.

    ERIC Educational Resources Information Center

    Lyons, Nona, Ed.

    This book suggests that portfolios can become a new kind of credential of competent and effective teachers. The book includes 5 parts with 16 chapters. Part 1, "Prologue," offers: (1) "Portfolio Possibilities: Validating a New Teacher Professionalism" (Nona Lyons) and (2) "Teacher Portfolios: A Theoretical Activity" (Lee Shulman). Part 2,…

  12. The Contribution of Research to Teachers' Professional Learning and Development

    ERIC Educational Resources Information Center

    Cordingley, Philippa

    2015-01-01

    This paper summarises findings from several systematic research reviews about the contribution of research to effective continuing professional development and learning (CPDL) activities and their impact on pupils and teachers. It starts with a review of how teachers engage in and with research as part of CPDL, how teachers and researchers shape…

  13. Characteristics of Teachers Participating in Voluntary Music Integration Professional Development

    ERIC Educational Resources Information Center

    Wagner, Diana; Baron, Jessica

    2008-01-01

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

  14. Professionalism and Partnership: Panaceas for Teacher Education in Scotland?

    ERIC Educational Resources Information Center

    Kennedy, Aileen; Doherty, Robert

    2012-01-01

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

  15. Teacher Internships as Professional Development in Career & Technical Education

    ERIC Educational Resources Information Center

    Stephens, Geralyn E.

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Camasta, Susan Fullett

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

  17. Professional equity as reported by biology teachers

    NASA Astrophysics Data System (ADS)

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

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

  18. Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community

    ERIC Educational Resources Information Center

    Brody, David L.; Hadar, Linor L.

    2015-01-01

    Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory…

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

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    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…

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

    ERIC Educational Resources Information Center

    Cameron, Sandra; Mulholland, Judith; Branson, Christopher

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Abednia, Arman

    2012-01-01

    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…

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

    Microsoft Academic Search

    Jianping Shen; Chia-lin Hsieh

    1999-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2012-08-01

    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.

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

    ERIC Educational Resources Information Center

    Scarino, Angela

    2009-01-01

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

  5. Math Standards in Action: Professional's Guide.

    ERIC Educational Resources Information Center

    Flint, Amy Seely; Karlsson, Mary Riordan

    This guide discusses possibilities for implementing a mathematically powerful program in the classroom. The chapters highlight such issues as a constructivist perspective on learning, National Council of Teachers of Mathematics goals and curriculum standards, the classroom climate, integrated learning, and alternative assessment procedures.…

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

    ERIC Educational Resources Information Center

    Frelin, Anneli

    2014-01-01

    Novice teachers need to develop their professional judgment. Teaching is performed in the face of imperfect, complex but above all continuously emergent situations. These matters have not received adequate attention in theories relating to professional judgment and professionality in teaching or in the contemporary discourse of education policy.…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  8. Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

    ERIC Educational Resources Information Center

    Saka, Yavuz

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Baecher, Laura

    2012-01-01

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

  10. National standards in science education: Teacher perceptions regarding utilization

    NASA Astrophysics Data System (ADS)

    Fletcher, Carol Louise Parsons

    The purpose of this naturalistic study was to determine what factors most influence middle school science teachers' intentions to utilize or ignore national standards, as a toot for reform in their classrooms, schools, or districts. Results indicate. that teachers with. minimal training were unlikely to use national standards documents due to their perceptions of a lack of support from peers, administrators and a high-stakes state accountability system. Teachers with more extensive training were more inclined to use national standards documents as philosophical guides for reform because they believed in the validity of the recommendations. Implications are discussed, chief among them that short-term professional development may actually do more harm than good if teachers retain or develop unexamined misconceptions about national standards recommendations as a result. In addition, due to the concerns expressed by teachers regarding state curriculum mandates and standardized testing, this study indicates that changes in these external factors must be instituted before teachers will commit themselves to standards-based reforms. It is suggested that staff development focus on opportunities for reflection and application which will promote conceptual change in teachers. A model predicated on the notion that the process of implementing reform is essentially an issue of promoting conceptual change in teachers is proposed. This model, termed the Reform Implementation as Conceptual Change, or RICC, focuses specifically on the cognitive processes teachers may go through when they are exposed to an innovation such as national standards. Stages such as integrated application, accommodation, assimilation, disconnection, and false accommodation, are described. The impact that professional development and training may have on the likelihood that teachers will experience these various stages is also discussed. This model serves as a theoretical framework for explaining why some teachers are unlikely to embrace national standards while others choose to utilize them as a tool for reforming science education in their classrooms, schools, or districts. As such, it can be used by reformers to design and diagnostically evaluate the implementation process and its related staff development.

  11. Professional Development and Teacher Change: The Missing Leadership Link

    NASA Astrophysics Data System (ADS)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-03-01

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

  12. Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development

    Microsoft Academic Search

    Susana Caires; Leandro S. Almeida

    2005-01-01

    This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional development; (2) professional and institutional socialisation; (3) socio?emotional aspects;

  13. Achieving Educational Technology Standards: The Relationship between Student Teacher's Interest and Institutional Support Offered

    ERIC Educational Resources Information Center

    Kadijevich, Dj.

    2006-01-01

    Having in mind the need for an increased attention to the importance of pre-service teacher development concerning technology, this study examined teachers' interest to attain educational technology standards (Interest) in terms of their computer attitude (Attitude) and the professional support they received to attain these standards (Support).…

  14. National Board Certification as Professional Development: An Empirical Study of the National Board for Professional Teaching Standards Process, Final Report

    ERIC Educational Resources Information Center

    Cavalluzzo, Linda; Barrow, Lisa; Henderson, Stephen

    2014-01-01

    This study responds to a request from the National Board for Professional Teaching Standards to analyze National Board certification among high school teachers in understudied subject areas and locales to help fill gaps in the research literature. The authors also were asked to use multiple indicators of performance. The research team selected two…

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

    NASA Astrophysics Data System (ADS)

    Gargus, Gerald Vincent

    This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

  16. Developing Professional Portfolios in a Teacher Education Program.

    ERIC Educational Resources Information Center

    Jonson, Kathleen; Hodges, Caryl

    This paper reports on the development and utilization of the professional portfolio in the University of San Francisco's (California) teacher education program. It reviews the rationale and guidelines for using this performance-based teacher assessment model, reports the results of a survey of 45 recent credential program graduates' use of the…

  17. Professional Development: Teachers Use of GIS to Enhance Student Learning

    ERIC Educational Resources Information Center

    McClurg, Patricia A.; Buss, Alan

    2007-01-01

    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…

  18. Antecedents and Consequences of Teacher Organizational and Professional Commitment.

    ERIC Educational Resources Information Center

    Somech, Anit; Bogler, Ronit

    2002-01-01

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

  19. Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  20. Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers

    ERIC Educational Resources Information Center

    Bauml, Michelle

    2014-01-01

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

  1. Principals and Teachers Assess Professional Development in Elementary Schools.

    ERIC Educational Resources Information Center

    Christensen, Judith C.; Burke, Peter J.

    1982-01-01

    Recent surveys of teachers and principals regarding their perceptions of professional development needs and preferred modes of delivery for inservice teacher education revealed similarities and discrepancies between the two groups. The findings indicated that joint development of inservice programs would be beneficial. (Author/WD)

  2. The Professional Development Needs of Hong Kong ESL Teachers

    ERIC Educational Resources Information Center

    Mak, Barley

    2010-01-01

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

  3. Emergence of professional identity for the pre-service teacher

    Microsoft Academic Search

    Georgina Cattley

    2007-01-01

    This article highlights the potential influence of reflective writing upon the emergence of a professional identity during pre-service teachers' practicum placements. Links between reflective writing and identity formation were made during a project which required pre-service teachers to reflect upon their responses to, and observations of, a number of broad elements of the teaching environment both within the classroom and

  4. Professionals or Technicians? Teacher Preparation Programs and Occupational Understandings

    ERIC Educational Resources Information Center

    Evans, Lorraine

    2010-01-01

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

  5. An Integrated STEM Research and Professional Development Project for Teachers

    Microsoft Academic Search

    Anant R. Kukreti; George A. Sorial; Mingming Lu; Heng Wei; Thaddeus W. Fowler; Suzanne W. Soled; Patricia D. McNerney

    This paper presents the structure, execution, and evaluation process implemented to provide a research experience to 7th to 12th grade science an d mathematics teachers and a professional development program in science, technology, engineering, and mathematics (STEM) education. Each year twelve teachers are selected to participate in the program. Each year four project topics are chosen to provide an o

  6. Teacher Education Policy in Canada: Beyond Professionalization and Deregulation

    ERIC Educational Resources Information Center

    Walker, Judith; von Bergmann, HsingChi

    2013-01-01

    This paper empirically investigates Grimmett's (2008, 2009) thesis that recent Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization resulting from a neoliberal policy environment. Specifically, we examine teacher education governance, policy reform, and political context from 2000 to 2010,…

  7. Psychometric Properties of Characteristics of Teacher Professional Development Instrument

    ERIC Educational Resources Information Center

    Soine, Karen M.

    2011-01-01

    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…

  8. Collaborative Teacher Learning: Findings from Two Professional Development Projects

    ERIC Educational Resources Information Center

    Erickson, G.; Minnes Brandes, G.; Mitchell, I.; Mitchell, J.

    2005-01-01

    This article discusses two projects that were aimed at enhancing the opportunities for professional development of the participants through collaboration between classroom teachers and teacher educators. The two projects, the Australian Project for Enhancing Effective Learning (PEEL) and the Canadian Learning Strategies Group (LSG), focused on the…

  9. Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators

    ERIC Educational Resources Information Center

    McKeon, Frankie; Harrison, Jennifer

    2010-01-01

    This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been…

  10. Fostering Structurally Transformative Teacher Agency through Science Professional Development

    ERIC Educational Resources Information Center

    Rivera Maulucci, Maria S.; Brotman, Jennie S.; Fain, Shoshana Sprague

    2015-01-01

    This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

  11. Professional Development for Elementary Science Teachers: Implications for Practice.

    ERIC Educational Resources Information Center

    Hernandez, Patricia; Arrington, Jeff; Whitworth, Jerry

    This project's goal was to design a professional development model to improve the skills of elementary teachers in providing quality science instruction. Surveys have concluded that lack of training, time, and instructional materials are obstacles for elementary science teachers. Eight elementary schools in a mid-sized west central Texas school…

  12. Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  13. Factors Affecting Teachers' Participation in Professional Learning Activities.

    ERIC Educational Resources Information Center

    Kwakman, Kitty

    2003-01-01

    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…

  14. Distance Learning for Teacher Professional Development in Statistics Education

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Making the Link: Teacher Professional Development on the Internet.

    ERIC Educational Resources Information Center

    Owston, Ron

    This book helps teachers and staff developers understand how to take charge of teacher professional development via the Internet. The book features five sections with 14 chapters. Section 1, The Internet and Its Essential Tools, includes: (1) What Do I Need to Know About the Internet? (2) Making the Most of Your Electronic Mail, and (3) Accessing…

  16. Beyond the Garden of Eden: Deep Teacher Professional Development

    ERIC Educational Resources Information Center

    Samuel, M.

    2009-01-01

    Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice of…

  17. The Impact of Continuing Professional Development on a Novice Teacher

    ERIC Educational Resources Information Center

    Yuen, L. H.

    2012-01-01

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

  18. Facilitating Professional Development for Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Molle, Daniella

    2013-01-01

    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).…

  19. The Antecedents of Teacher Satisfaction with Professional Development Programs

    ERIC Educational Resources Information Center

    Nir, Adam E.; Bogler, Ronit

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Grierson, Arlene L.

    2011-01-01

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

  1. International Handbook on the Continuing Professional Development of Teachers

    ERIC Educational Resources Information Center

    Day, Christopher; Sachs, Judyth

    2005-01-01

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

  2. Changing Expectations, Same Perspective: Preservice Teachers' Judgments of Professional Efficacy

    ERIC Educational Resources Information Center

    Hardy, Graham; Spendlove, David; Shortt, Damien

    2015-01-01

    This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE's Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program.…

  3. Online Professional Development for Mathematics Teachers: A Strategic Analysis

    ERIC Educational Resources Information Center

    Ginsburg, Alan; Gray, Tracy; Levin, Douglas

    2004-01-01

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

  4. Engaging Beginning Teachers as Experts in Professional Development

    ERIC Educational Resources Information Center

    Fleming, Jane

    2014-01-01

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

  5. Performance Teachers' Identity and Professional Knowledge in Advanced Music Teaching

    ERIC Educational Resources Information Center

    Triantafyllaki, Angeliki

    2010-01-01

    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…

  6. Tomorrow's Teachers: Balancing Federal Guidelines and Professional Judgment

    ERIC Educational Resources Information Center

    Wakefield, Dara

    2007-01-01

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

  7. Professional Learning for Using Data: Examining Teacher Needs and Supports

    ERIC Educational Resources Information Center

    Jimerson, Jo Beth; Wayman, Jeffrey C.

    2015-01-01

    Background: In the last few decades, a focus on school accountability at the state and federal levels has created expectations for teachers to attend to data in increasingly structured ways. Although professional learning is often cited as an important facilitator of effective data use, research that focuses on the intersection of professional

  8. Teachers' Perceptions of Online Professional Development in Literacy

    ERIC Educational Resources Information Center

    Garbe, Amber Yudchitz

    2012-01-01

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

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

    Microsoft Academic Search

    Christine Fraser; Aileen Kennedy; Lesley Reid; Stephen Mckinney

    2007-01-01

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

  10. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    ERIC Educational Resources Information Center

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

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

  11. A Research Agenda for Online Teacher Professional Development

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  12. Bolstering the Impact of Online Professional Development for Teachers

    ERIC Educational Resources Information Center

    Reeves, Todd D.; Pedulla, Joseph J.

    2013-01-01

    Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD's design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231)…

  13. Teacher Professionalism: What Educators Can Learn from Social Workers

    ERIC Educational Resources Information Center

    Bair, Mary Antony

    2014-01-01

    Although there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators' understanding of the concept. This exploratory case study compared the conceptualization of professionalism by faculty and students in a college of education vis-à-vis the…

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

    ERIC Educational Resources Information Center

    Goldhaber, Dan; Perry, David; Anthony, Emily

    2004-01-01

    National Board Certification represents one of the most significant reform efforts in the area of teacher quality in the last two decades. Since the National Board for Professional Teaching Standards (NBPTS) certified its first round of teachers in 1995, approximately 32,000 teachers have become certified at a cost to the country of well over $300…

  15. Professional Preparation and Advancement of Deaf Teachers.

    ERIC Educational Resources Information Center

    Fusfeld, Irving S.

    1997-01-01

    This historical study found that out of 422 Gallaudet graduates between 1915 and 1940, 54% were called back to residential schools to serve as teachers of children with deafness. The preparation of Gallaudet students to become teachers is described. (CR)

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

    ERIC Educational Resources Information Center

    Bogler, Ronit; Somech, Anit

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Mausethagen, Solvi; Granlund, Lise

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  19. The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

    ERIC Educational Resources Information Center

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

    Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

  20. Transforming Teacher Education: Lessons in Professional Development.

    ERIC Educational Resources Information Center

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

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

  1. Cascade Training and Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Hayes, David

    2000-01-01

    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…

  2. A Teacher Professional Development Program on Comets

    NASA Astrophysics Data System (ADS)

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

    2012-08-01

    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.

  3. Perceptions of Human Resource Development Professionals Toward their Professional Association's Standards on Ethics and Integrity 

    E-print Network

    Claus, Vanessa A

    2013-04-15

    organizations must recognize the impact that professional context variables have on ethical decision making. The purpose of this study was to examine Human Resource Development professional’s perceptions of the Academy of Human Resource Development’s Standards...

  4. Development of Professional Identity among Professional Development School Preservice Teachers: Longitudinal and Comparative Analysis.

    ERIC Educational Resources Information Center

    Walling, Brenda; Lewis, Mark

    2000-01-01

    Compared Professional Development School (PDS) and traditional preservice teachers regarding development of a sense of teacher identity. Surveys given periodically during the programs indicated that PDS students' concern about educational system problems increased, while traditional students' concern decreased. PDS experiences may foster beliefs…

  5. Professional Development for Occupational Specialist: Beginning Teacher Assistantship and Professional Development Plan. Final Report.

    ERIC Educational Resources Information Center

    Indiana State Univ., Terre Haute. School of Technology.

    The state of Indiana mandated a Beginning Teacher Assistantship and Professional Development Plan. Training for 63 mentor teacher educators was conducted at 4 locations in 4 days in August 1989. A 2-hour videotape was produced using the original training sessions for training or reinforcement of training. The advisory committee developed a…

  6. Towards Public Professionalism: A Pentadic Intervention in Debate between the Common Core Standards Initiative (CCSI) and the National Council of Teachers of English (NCTE)

    ERIC Educational Resources Information Center

    Webber, Jim.

    2012-01-01

    In this project, I propose an alternate rhetorical strategy for literacy educators (K-16) seeking to enter debates over common standards for "college- and career-readiness" in literacy. I argue that the NCTE's current strategy fails to invite public participation in debate, and to remedy this situation, I suggest educators employ…

  7. Professional Judgment and Dispositions in Teacher Education

    ERIC Educational Resources Information Center

    Dottin, Erskine S.

    2009-01-01

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

  8. Professional Socialization of Teachers of Sociology

    ERIC Educational Resources Information Center

    Goldsmid, Charles A.

    1976-01-01

    This article discusses the training of college sociology teachers. Included are a literature review on the teaching of sociology, results of a survey on college inservice teacher education in sociology, and reviews of research on college teaching. How the theory and substantive work of sociology contributes to learning to teach sociology is…

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

    Microsoft Academic Search

    Lisa A. Donnelly; Troy D. Sadler

    2008-01-01

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

  10. Professional Development and How Teachers Learn: Developing Expert Science Teachers

    NSDL National Science Digital Library

    Katherine E. Stiles

    2002-01-01

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

  11. "That's Not What I Am": Teacher Reflections on Purpose, Practice and Professionalism in the Swedish Free School System

    ERIC Educational Resources Information Center

    Milner, Alison

    2015-01-01

    In this article, four teachers reflect on what it means to work in a for-profit free school in Sweden. These narratives corroborate concerns about educational inequity and academic standards within the free school system. Equally, they reveal how teachers struggle to negotiate a professional identity within a competitive school market where social…

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

    ERIC Educational Resources Information Center

    Wilkerson, Judy R.; Lang, William Steve

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Soleimani, Hassan; Khaliliyan, Monir

    2012-01-01

    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…

  14. Modeling Teacher Professional Development Through a Telescope Making Workshop

    NASA Astrophysics Data System (ADS)

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

    2010-08-01

    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.

  15. Computer Applications and Manipulative Mathematics Program (CAMMP): Connecting NCTM Standards to Teacher Practice.

    ERIC Educational Resources Information Center

    Piel, John A.; And Others

    1994-01-01

    Describes a summer mathematics institute designed for the professional development of practicing elementary teachers who need to implement NCTM (National Council of Teachers of Mathematics) standards in mathematics education. Highlights include task analysis, manipulated mathematics, computer transition activities, curriculum-based assessment, and…

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

    ERIC Educational Resources Information Center

    Morowski, Deborah L.

    2007-01-01

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

  17. Teachers Reflect Standards in Basals

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2012-01-01

    Dozens of teachers and literacy specialists from across the country hunkered down in Baltimore at round tables, with laptops, pens, and paper, intent on rewriting the collections that wield tremendous influence over the way millions of U.S. children learn literacy skills: the big-name basal readers. Hailing from 18 school districts in 11 states,…

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

    ERIC Educational Resources Information Center

    Warren, Elizabeth A.; Miller, Jodie

    2013-01-01

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

  19. Preservice Teachers' Construction of Professional Knowledge: Teacher Learning about Literacy Education.

    ERIC Educational Resources Information Center

    Cox, Beverly E.; Fang, Zhihui; Carriveau, Richard; Dillon, Deborah; Hopkins, Carol; Nierstheimer, Susan

    1998-01-01

    Uses concept maps to reveal important changes in the knowledge base of preservice teachers. Finds that preservice teachers in a school-based, three-course "literacy block" constructed richer, more professional, and more complete concept maps (relating more literacy teaching and subject-matter ideas together with logically appropriate connectors)…

  20. The Use of Cooperating Teachers in Teaching Practice or Supervising Prospective Graduate Teachers the Professional Way.

    ERIC Educational Resources Information Center

    Falayajo, Wole

    1976-01-01

    Three reasons for using cooperating teachers in teaching practice are described: professionalization of teaching; involvement of teachers in participating schools to alleviate staff load in teaching institutions; and teaching practice as a period of training for students and less of an exercise in awarding grades. (MLW)

  1. How Effectively Does the Graduate Teacher Programme Contribute to the Development of Trainee Teachers' Professional Values?

    ERIC Educational Resources Information Center

    Mead, Nick

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Forte, Ana Maria; Flores, Maria Assunção

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Trent, John

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Lynch, Raymond; Hennessy, Jennifer; Gleeson, Jim

    2013-01-01

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

  6. The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education

    ERIC Educational Resources Information Center

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

    2015-01-01

    Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines…

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Kreamer, Sherry Maureen

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

  9. Standard-Setting Practices for Teacher Tests.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M.; Eissenberg, Thomas E.

    1990-01-01

    Standard-setting practices in states using the National Teachers Examination (NTE) were examined. Passing score-setting procedures, recommended study scores, passing scores established by the states, and the implications of the passing scores were studied. States have typically adopted standards lower than cut scores recommended by advisory…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  11. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help 

    E-print Network

    Perez Guarda, Paola

    2014-05-15

    This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide ...

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

    E-print Network

    Boriack, Anna Christine

    2013-04-11

    -related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective...

  13. Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

    NASA Astrophysics Data System (ADS)

    Passow, Michael J.

    2015-04-01

    By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators that utilize the AMNH collections in New York City. Each year at the American Geophysical Union Meeting, teachers find out about "Hot Topics in Science" through the GIFT Workshops (http://education.agu.org/education-activities-at-agu-meetings/gift/). Field experiences aboard the scientific ocean drilling vessel, "JOIDES Resolution," have enhanced the knowledge and skills of teachers from the USA and Europe (http://joidesresolution.org/node/3002). Many teachers also connect with each other through the ESPRIT list-serv and others (http://external.oneonta.edu/mentor/listserv.html). These are just a sample of the many programs offered to provide life-long professional development for Earth Science educators and promote 'Science in Tomorrow's Classroom.'

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

    ERIC Educational Resources Information Center

    McNicholl, Jane

    2013-01-01

    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'…

  15. Repositioning Professionalism: Teachers, Mentors, Policy and Praxis

    ERIC Educational Resources Information Center

    Ingleby, Ewan; Tummons, Jonathan

    2012-01-01

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

  16. Collaborative Inquiry in Teacher Professional Development

    ERIC Educational Resources Information Center

    Butler, Deborah L.; Schnellert, Leyton

    2012-01-01

    This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' "learning through reading" to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to…

  17. Effective Teacher Professional Development: Middle-School

    E-print Network

    education; robotics; after-school programme; middle school THE CHALLENGE OF CHANGE TECHNOLOGY/technology LEGOTM robotics unit. Thirteen Massachusetts public middle-school teachers participated in a summer been an increased pressure on our education system to respond. With many jobs requiring technical

  18. CLASS Reliability Training as Professional Development for Preschool Teachers

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  19. Medical Teachers' Professional Development--Perceived Barriers and Opportunities

    ERIC Educational Resources Information Center

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

    2010-01-01

    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,…

  20. Professional Role Orientation of Women Administrators and Women Teachers

    ERIC Educational Resources Information Center

    Nixon, Mary; Gue, L. R.

    1975-01-01

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

  1. A Model for the Professional Development of Teachers of Thinking

    ERIC Educational Resources Information Center

    Adey, Philip

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Kenreich, Todd W.

    2004-01-01

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

  3. Union Learning Representatives: Facilitating Professional Development for Scottish Teachers

    ERIC Educational Resources Information Center

    Alexandrou, Alex; O'Brien, Jim

    2007-01-01

    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…

  4. Great Expectations: Teacher Learning in a National Professional Development Programme

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Makopoulou, Kyriaki

    2012-01-01

    This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in "cascading"…

  5. Principals' Views on Teachers' Professional Development

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. Constructing Personal and Professional Identity during Teacher Education.

    ERIC Educational Resources Information Center

    Vuorikoski, Marjo

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

  7. English Language Teachers' Perceptions of Professional Teaching

    ERIC Educational Resources Information Center

    Oder, Tuuli

    2014-01-01

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

  8. Developing Cultural Competence: Mainstream Teachers and Professional Development

    ERIC Educational Resources Information Center

    Colombo, Michaela W.

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

    Evans, Norma

    2001-01-01

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

  10. Conceptualising Teachers' Professional Learning with Web 2.0

    ERIC Educational Resources Information Center

    Burden, Kevin John

    2010-01-01

    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…

  11. Professional Development of Teacher Educators: A Cross Border Story

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  12. Orientations to Science Teacher Professional Development: An Exploratory Study

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  13. The Role of Emotions in Student Teachers' Professional Identity

    ERIC Educational Resources Information Center

    Timostsuk, Inge; Ugaste, Aino

    2012-01-01

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

  14. Transformative Professional Development and Teacher Engagement

    ERIC Educational Resources Information Center

    Geil, Kimberly E.

    2011-01-01

    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…

  15. Pluralistic Ignorance and Professional Standards: Underestimating Professionalism of Our Peers in Public Relations.

    ERIC Educational Resources Information Center

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

    1998-01-01

    Examines 251 responses to a battery of 45 professional standard items. Indicates public relations professionals surveyed across the nation underestimate the current state of professional standards in the field. Finds this state of affairs, described in coorientation theory as pluralistic ignorance, suggests the field may actually hold higher…

  16. What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

    ERIC Educational Resources Information Center

    Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi

    2015-01-01

    This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

  17. Measuring the Professional Identity of Hong Kong In-Service Teachers

    ERIC Educational Resources Information Center

    Cheung, Hoi Yan

    2008-01-01

    A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method. Based on various studies, one of the ways of understanding the…

  18. Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

    ERIC Educational Resources Information Center

    Wallace, Marjorie R.

    2009-01-01

    Background/Context: Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K-12 student achievement. This work links professional

  19. Designing e-Portfolios to Support Professional Teacher Preparation

    ERIC Educational Resources Information Center

    Tran, Tu; Baker, Robert; Pensavalle, Margo

    2006-01-01

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

  20. To What Extent Do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers Use with English Language Learners?

    ERIC Educational Resources Information Center

    Rader-Brown, Lucy M.

    2010-01-01

    Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service training and in-service professional development), teachers' attitude towards ELLs, teachers' bilingualism, schools' percent of ELLs, and schools' resources (both socioeconomic status…

  1. Introduction: Current Problematics in Teacher Professional Learning

    Microsoft Academic Search

    Nicole Mockler

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

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

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn

    2013-06-01

    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.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  4. Collaborative Professional Development for Statistics Teaching: A Case Study of Two Middle-School Mathematics Teachers

    ERIC Educational Resources Information Center

    de Oliveira Souza, Leandro; Lopes, Celi Espasandin; Pfannkuch, Maxine

    2015-01-01

    The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

  5. Teacher Research as a Robust and Reflective Path to Professional Development

    Microsoft Academic Search

    Sherron Killingsworth Roberts; Patricia A. Crawford; Rosemary Hickmann

    2010-01-01

    This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept of teacher research as a path

  6. Using ICT to Increase Professional Connectedness for Teachers in Remote Australia

    ERIC Educational Resources Information Center

    Reading, Chris

    2010-01-01

    Connecting with other education professionals is important in supporting teacher learning. Teachers in remote locations in Australia experience a professional isolation due to geographic isolation that makes it difficult to engage in sustained collaborations with other teachers. In a national project ICT was used to assist these teachers by…

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

    Microsoft Academic Search

    Molly E. Romano

    2008-01-01

    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

  8. Professionalism in process: mathematics teacher as researcher from a South African perspective

    Microsoft Academic Search

    Jill Adler

    1997-01-01

    The ‘teacher as researcher’ movement highlights the concept of ‘teacher as researcher’ and claims a key role for teachers in the production of knowledge about teaching. It constitutes teaching as an inquiring process, and as a powerful context and practice for professional development. This paper explores the potential of the teacher as researcher movement for the professional development of mathematics

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

    ERIC Educational Resources Information Center

    Stanley, Grant Edward; Stronach, Ian

    2013-01-01

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

  10. Teacher Professionalisation and Professionalism in Portugal and Brazil: What Do the Policy Documents Tell?

    ERIC Educational Resources Information Center

    Flores, Maria Assuncao; Shiroma, Enida

    2003-01-01

    Examines teacher education policy in Portugal and Brazil over the past decade, discussing implications for teacher professionalization and professionalism; identifying the emergence of competing discourses arising from policy texts and other formal documents; and asserting that the intertwined concepts of professionalization and professionalism,…

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

    ERIC Educational Resources Information Center

    Raina, V. K.

    1997-01-01

    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

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

    ERIC Educational Resources Information Center

    Sauer, Eve R.

    2011-01-01

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

  13. Student Teachers Matter: The Impact of Student Teachers on Elementary-Aged Children in a Professional Development School

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy; Farnan, Nancy

    2004-01-01

    Professional Development Schools (PDS) have become a widely used vehicle for the educational and professional development of both preservice and in-service teachers. Three key stakeholders are generally identified in the research about PDS--preservice teachers, experienced teachers, and K-12 students. The purpose of this research was to examine…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Deloney, Dericka B.

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

  16. Standardized Tests: A Teacher's Perspective

    ERIC Educational Resources Information Center

    Blasi, MaryJane

    2005-01-01

    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.

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

    ERIC Educational Resources Information Center

    Wen, Jia Rong; Shih, Wen Ling

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Bryan, Hazel

    2012-01-01

    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,…

  19. Science teachers' learning in a context of collaborative professional development

    NASA Astrophysics Data System (ADS)

    Faraji, Hassan

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

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

    E-print Network

    Bozeman, Todd Dane

    2012-02-14

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

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

    Microsoft Academic Search

    Barry Oreck

    2004-01-01

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

  2. Teacher Evaluation: The Road to Excellence. Current Findings on Teacher Evaluation Models That Support Professional Growth. Sharing Success.

    ERIC Educational Resources Information Center

    Egelson, Paula; McColskey, Wendy

    This publication describes teacher evaluation models that support teacher development. Chapter 1, "The Need to Support Teachers' Professional Growth," discusses the importance of a collegial school environment and where most of the support will occur. Chapter 2, "Types of Teacher Evaluation," describes formative and summative evaluation. Chapter…

  3. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help

    E-print Network

    Perez Guarda, Paola

    2014-05-15

    PROFESSIONAL DEVELOPMENT FOR RURAL TEACHERS IN CHILE: WHAT THEY NEED AND HOW TECHNOLOGY CAN HELP A Dissertation by PAOLA ALEJANDRA PEREZ GUARDA Submitted to the Office of Graduate and Professional Studies of Texas A&M University... Major Subject: Educational Psychology Copyright 2014 Paola Alejandra Perez Guarda ii ABSTRACT This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer...

  4. How Teachers' Beliefs about Learning and Teaching Relate to Their Continuing Professional Development

    ERIC Educational Resources Information Center

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

    2014-01-01

    Teachers' continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers' participation in CPD, the effects of teachers' beliefs have received limited attention, despite their…

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

    ERIC Educational Resources Information Center

    Rahman, S. M. Hafizur

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Ostermeier, Christian; Prenzel, Manfred; Duit, Reinders

    2010-01-01

    This article presents an example of teacher professional development based on a perspective of situated learning and implemented on a large scale. We consider teacher professional development from three perspectives. First, teacher professional development is a key factor in improving classroom instruction. Second, teacher professional development…

  7. Models of professional preparation: Pharmacy, nursing and teacher education

    Microsoft Academic Search

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

    1987-01-01

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

  8. Mapping information security curricula to professional accreditation standards

    Microsoft Academic Search

    Colin J. Armstrong; H. L. Armstrong

    2007-01-01

    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

  9. How does a Professional Society Form a Teacher Preparation Partnership?

    NASA Astrophysics Data System (ADS)

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

    2002-05-01

    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)

  10. Conducting a Teacher Professional Development Program in Chile

    NASA Astrophysics Data System (ADS)

    Crosby, G. A.; Crosby, J. L.

    1998-07-01

    In January 1998, we directed a two-week laboratory-oriented teacher professional development program, "Curso Experimental de Quimica", for thirty-six high school chemistry teachers in Santiago, Chile. Participants earned a certificate of completion from the University of Chile. Our involvement began in 1996, when we presented a plenary lecture in science education at the XXII Latin American Congress of Chemistry in Concepcion, Chile. In that address, we discussed the philosophy and the operation of the Master of Arts in Chemistry Program1 that we were running in the State of Washington. The response to the presentation was enthusiastic, and eventually Hugo Zunino, the Dean of the School of Chemical and Pharmaceutical Sciences at the University of Chile, visited us in Pullman to explore the idea of involving us in a teacher development initiative in Santiago.

  11. Professional learning communities: Teachers working collaboratively for continuous improvement

    NASA Astrophysics Data System (ADS)

    Griffith, Louise Ann

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Dusen, Ben Van; Otero, Valerie

    2012-02-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  15. No Art Teacher Left Behind: Professional Development that Really Matters in an Age of Accountability

    ERIC Educational Resources Information Center

    Allison, Amanda

    2013-01-01

    Teacher professional development is a chief concern of states, districts, and schools in the wake of high-stakes accountability measures such as No Child Left Behind (NCLB). The goals and practices of professional development are often disconnected, and this misalignment affects art teachers in unique ways. Art teachers are often "left…

  16. Relations between Teachers' Professional and Religious Orientations and Their Behavior during Morally Critical Incidents.

    ERIC Educational Resources Information Center

    van Veen, Klaas; Theunissen, Marielle; Sleegers, Peter; Bergen, Theo; Klaassen, Cees; Hermans, Chris

    2003-01-01

    Studied how teachers' professional and religious orientations relate to their behavior when confronted with morally critical incidents. Results for 452 teachers who completed a questionnaire suggest that both professional and religious orientations play a role and provide explanations for teachers' behavior. (SLD)

  17. Trying To Beat the Clock: Uses of Teacher Professional Time in Three Countries.

    ERIC Educational Resources Information Center

    Adelman, Nancy E.

    This study examined teachers' use of professional time when not directly with students, describing alternative time use in Germany and Japan. The study involved 21 German, Japanese, and U.S. elementary schools. Researchers collected background information on teachers' professional lives and conducted case studies of teachers' daily work, examining…

  18. Early Literacy Professional Development: Exploring the Effects of Mentoring for Preschool Teachers

    Microsoft Academic Search

    Jeanine L Clancy-Menchetti

    2006-01-01

    This study examined the impact of mentoring as a separate component of professional development on both teacher and student outcomes. Preschool teachers from Head Start centers and Public School programs were randomly assigned to condition and then received extensive professional development training over a two-year period. The teachers were observed three times per year in their classrooms using an observation

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

    ERIC Educational Resources Information Center

    Winters, Marcus A.

    2010-01-01

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

  20. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    ERIC Educational Resources Information Center

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

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

    ERIC Educational Resources Information Center

    Mushayikwa, Emmanuel; Lubben, Fred

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Owen-Jackson, Gwyneth

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Poekert, Philip E.

    2012-01-01

    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…

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

    Microsoft Academic Search

    Karl Attard; Kathleen Armour

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Dimarco, Silvia

    2009-01-01

    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 their…

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

    ERIC Educational Resources Information Center

    Berry, Jon

    2012-01-01

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

  7. Examining the Relationships between Primary School Principals' Power Styles and Teachers' Professional Behaviors

    ERIC Educational Resources Information Center

    Kosar, Serkan; Kilinç, Ali Çagatay; Er, Emre; Ögdem, Zeki; Savas, Gökhan

    2014-01-01

    The purpose of this study was to examine the relationship between primary school principals' power styles and teacher professionalism. A total of 264 teachers employed in 10 primary schools in Kastamonu, Turkey, participated in this study. Kosar's (2008) "Power Styles Scale,"and the "Teacher Professionalism Scale"--originally…

  8. Factors of Engagement: Professional Standards and the Library Science Internship

    ERIC Educational Resources Information Center

    Dotson, Kaye B.; Dotson-Blake, Kylie P.

    2015-01-01

    In today's technological world, school librarians planning to be leaders should be ready to keep up with advances in standards significant to the profession. The professional standards, specifically American Association of School Librarians (AASL) Standards and International Society for Technology in Education (ISTE) Standards for Coaches offer…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  10. Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development

    ERIC Educational Resources Information Center

    Shaffer, LaShorage; Thomas-Brown, Karen

    2015-01-01

    The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative…

  11. Reflective Engagement as Professional Development in the Lives of University Teachers

    ERIC Educational Resources Information Center

    Lyons, Nona

    2006-01-01

    This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…

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

    ERIC Educational Resources Information Center

    Sixel, Deborah Marie

    2013-01-01

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

  13. Teacher Social Capital and Student Achievement: Impact of a Cyber-Enabled Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Liu, Wei

    2012-01-01

    This is an evaluative research study of a NSF-funded, DRK-12 cyber-enabled teacher professional development program in elementary engineering education. The finding shows the significant impact of the program on students' science and engineering knowledge in the second year of the program's implementation. However, student learning gain…

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

    ERIC Educational Resources Information Center

    Gaible, Edmond; Burns, Mary

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  16. The Mode of Professional Teaching Practice of FCS Teacher-Leaders and Non-Teacher-Leaders.

    ERIC Educational Resources Information Center

    Fox, Candace K.; Laster, Janet F.

    A study was conducted to determine which of the following modes of professional practice is the dominant mode used by Ohio family and consumer science (FCS) teachers when implementing a refined critical science based curriculum: technical-rational; reflective-ethical; and process-oriented. The target population consisted of 1,013 secondary…

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

    ERIC Educational Resources Information Center

    Pehkonen, Erkki; Torner, Gunter

    1999-01-01

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

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

    E-print Network

    Keil, Matthew James

    2014-04-09

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

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

    E-print Network

    Keil, Matthew James

    2014-04-09

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

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

    ERIC Educational Resources Information Center

    Yerrick, Randy; Beatty-Adler, Danielle

    2011-01-01

    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)…

  1. 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

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

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wang, Li; Du, Xiangyun

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Banerjee, Anil

    2010-01-01

    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…

  6. Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development

    ERIC Educational Resources Information Center

    Miller, Roxanne Greitz; Curwen, Margaret Sauceda; White-Smith, Kimberly A.; Calfee, Robert C.

    2015-01-01

    While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and…

  7. Teacher Professional Development for Teaching Astronomy at the High School Level

    NASA Astrophysics Data System (ADS)

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

    2002-09-01

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

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

    ERIC Educational Resources Information Center

    Boston, Melissa D.

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  10. A Comparative Analysis of Teacher Peer Review Programs in Four Urban Districts: Professional Unionism in Action.

    ERIC Educational Resources Information Center

    Kelly, Philip P.

    This paper examines the development and implementation of peer-review-based teacher evaluation programs representing the vanguard of a paradigmatic shift occurring within teachers unions. It explores how teachers and their local unions reconcile competing criteria for legitimacy within the institutions of teacher unionism and professionalism by…

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

    ERIC Educational Resources Information Center

    Maskit, Ditza

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Williams, Marlie L.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Schussler, Deborah L.

    2006-01-01

    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…

  14. The Relationship of Professional Identity to Mentoring for Veteran Teachers in an Urban School District

    ERIC Educational Resources Information Center

    Vaught, Elizabeth C.

    2010-01-01

    Over the last decade, interest in teacher induction programs has increased as attrition rates have produced a younger and less experienced teacher work force. Mentorship and the professional identities of the veteran teachers who volunteer to serve in a mentor-protege relationship were the focus of this study. Fifteen teachers from one urban…

  15. Career Development and Professional Attrition of Novice ESL Teachers of Adults

    ERIC Educational Resources Information Center

    Valeo, Antonella; Faez. Farahnaz

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Syed, Kahlida Tanvir

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Martell, Christopher C.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Ross, John; Bruce, Catherine

    2007-01-01

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

  19. Professional Identity and the CORE Standards

    ERIC Educational Resources Information Center

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

    2008-01-01

    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.…

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

    ERIC Educational Resources Information Center

    Goh, Pauline Swee Choo

    2012-01-01

    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…

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

    Microsoft Academic Search

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

    2012-01-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately

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

    Microsoft Academic Search

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

    2011-01-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately

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

    E-print Network

    Oklahoma, University of

    OU Medicine Standards of Excellence PROFESSIONALISM - CARING - COMMUNICATION - QUALITY - INNOVATION manner. · I will communicate effectively by speaking clearly and actively listening while learning constructive feedback. We believe effective communication is fundamental to everything we do: · I

  4. Teacher education professionals as partners in health science outreach.

    PubMed

    Houtz, Lynne E; Kosoko-Lasaki, Omofolasade; Zardetto-Smith, Andrea M; Mu, Keli; Royeen, Charlotte B

    2004-01-01

    Medical school and other health science outreach programs to educate and recruit precollege students always have relied on successful collaborative efforts. Creighton University shares the value, significance, and strategies of involving teacher education professionals in several of its current outreach programs, including HPPI, Brains Rule! Neuroscience Expositions, and HHMI Build a Human Project. The education department partner serves as an essential team member in the development, implementation, assessment, and dissemination of these projects to promote science and mathematics achievement and interest in medical careers. Specific examples and mistakes to avoid are included. PMID:15503749

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. Exploring Teachers' Beliefs about Teacher Learning in Professional Learning Communities and Their Influence on Collegial Activities in Two Departments

    ERIC Educational Resources Information Center

    Tam, Angela Choi Fung

    2015-01-01

    Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers' beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers' beliefs about teacher learning in PLCs and their influence on collegial learning…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. Elementary School Teacher and Principal Perceptions of the Principal's Leadership Role in Professional Learning Communities

    ERIC Educational Resources Information Center

    Hillery, Patricia L.

    2013-01-01

    As school districts' professional development trends shift to meet annual budget requirements, it is worthy to explore the benefits of professional learning communities as they are a potential means for job-embedded professional development. As an advocate for professional learning, Hirsh (2009) stated that every teacher should engage in…

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

    E-print Network

    Ruebush, Laura Elizabeth

    2012-10-19

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

  11. Identifying Professional Teaching Standards Using Rasch Model Analysis: The Case of Northern Cyprus

    ERIC Educational Resources Information Center

    Alibaba Erden, Hale; Özer, Bekir

    2013-01-01

    Problem Statement: The Teacher's-Act defined for the state-school teachers of North Cyprus shows that teachers are not selected according to any specific standards. In North Cyprus, apart from the exam topics defined at the teacher's exam regulations, there is not any kind of identified standard for teachers. Training qualified teachers based upon…

  12. 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

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

    2013-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  14. Teachers as Professionals: Accountable and Autonomous? Review of the Report of the Justice Verma Commission on Teacher Education. August 2012. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India

    ERIC Educational Resources Information Center

    Vijaysimha, Indira

    2013-01-01

    Concerns about the professional development of teachers have a political dimension as governments around the world engage in the discourse on global standards and want to improve the quality of their school education. Increasingly, teachers are feeling the pressure of securing high achievement scores and large-scale assessments of student learning…

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

    ERIC Educational Resources Information Center

    Kane, Ruth G.; Francis, Andrew

    2013-01-01

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

  16. 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.

  17. Professional accounting standards and the public sector—a mismatch

    Microsoft Academic Search

    Allan Barton

    2005-01-01

    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

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

    ERIC Educational Resources Information Center

    Bayar, Adem

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    McLeskey, James

    2011-01-01

    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…

  20. Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

    ERIC Educational Resources Information Center

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2014-01-01

    The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during…

  1. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

    ERIC Educational Resources Information Center

    Greenhaus, Karen Larsen

    2014-01-01

    This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

  2. Towards a Framework for a Professional Development Programme: Empowering Teachers for Context-Based Chemistry Education

    ERIC Educational Resources Information Center

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

    2009-01-01

    The aim of this study is to develop a framework for professional development programmes that empowers chemistry teachers to teach and design context-based chemistry curricula. Firstly, teachers' involvement, their concerns and their professional development in several context-based curriculum innovations is discussed. Secondly, to develop such a…

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

    ERIC Educational Resources Information Center

    Dalli, Carmen

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Jones, M. Gail; Rua, Melissa J.

    2008-01-01

    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…

  5. Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform

    ERIC Educational Resources Information Center

    Tuli, Fekede; Tynjälä, Päivi

    2015-01-01

    Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers' professional development in Ethiopian schools. Data was collected via…

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

    ERIC Educational Resources Information Center

    Kolenc Kolnik, Karmen

    2010-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Levine, Thomas H.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Kramarski, Bracha; Revach, Tali

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Rostan, MaryMargret

    2009-01-01

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

  10. What Preservice Teachers and Knowledgeable Others Professionally Notice during Lesson Study

    ERIC Educational Resources Information Center

    Amador, Julie; Weiland, Ingrid

    2015-01-01

    The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice…

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

    ERIC Educational Resources Information Center

    Manner, Jane Carol; Rodriguez, Diane

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Romano, Molly E.

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

    Hallinger, Philip; Lee, Moosung; Ko, James

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Shin, Doohyun L.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Battersby, Sharyn L.; Verdi, Brian

    2015-01-01

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

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

    Microsoft Academic Search

    Mark S. Schlager; Judith Fusco

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Kopcha, Theodore J.

    2012-01-01

    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…

  18. Exploring Teacher Identity from a Holistic Perspective: Reconstructing and Reconnecting Personal and Professional Selves

    ERIC Educational Resources Information Center

    Bukor, Emese

    2015-01-01

    This article explores the influence of personal and professional experiences on the development of teacher identity. The holistic perspective in this article refers to the language teachers' exploration of their personal and professional experiences with the use of both conscious/rational and intuitive/tacit thought processes. Three language…

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

    ERIC Educational Resources Information Center

    Filsinger, Mark H.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    E-print Network

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

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

    E-print Network

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

  3. Where Is the Mathematics? Examining Teachers' Mathematical Learning Opportunities in Practice-Based Professional Learning Tasks

    ERIC Educational Resources Information Center

    Silver, Edward A.; Clark, Lawrence M.; Ghousseini, Hala N.; Charalambous, Charalambos Y.; Sealy, Jenny T.

    2007-01-01

    Using the work of teaching as a central resource, practice-based approaches to teacher professional development attempt to coordinate and link different facets of teacher knowledge to each other and to the settings in which the knowledge is used. Advocates for practice-based professional development argue that learning experiences that are highly…

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

    ERIC Educational Resources Information Center

    Obery, Angela D.

    2012-01-01

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

  5. Chapter 8: Professional Development of Teachers in Physical Education--Where Are We Now?

    ERIC Educational Resources Information Center

    Tozer, Steven; Horsley, Heather

    2006-01-01

    In this chapter, the authors discuss how the previous chapters has provided so much insight into the ongoing research on professional development of physical education teachers. They further discuss that the introduction of new professional development resources, provided in collaboration with a research university, has allowed teachers to form…

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

    ERIC Educational Resources Information Center

    Dvir, Nurit; Avissar, Ilana

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. A Long Trek: Systems of Support and Isolation in Rural Teachers' Professional Development

    ERIC Educational Resources Information Center

    Gallo, Jessica R.

    2013-01-01

    This dissertation examines the various ways that teachers in two school districts in rural northern Wisconsin participate in professional development. This case study research analyzes interview data with two teachers, their administrators, and a Cooperative Educational Service Agency professional using a critical sociocultural framework in order…

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

    ERIC Educational Resources Information Center

    Kwakman, Kitty

    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…

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

    Microsoft Academic Search

    Jeanne Keay

    2006-01-01

    Background\\/context: professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called upon policy-makers to promote urgent action. However, the opportunities to improve

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

    ERIC Educational Resources Information Center

    Keay, Jeanne

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Ireh, Maduakolam

    2006-01-01

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

  14. Raising Standards through INQUIRE in Pre-Service Teacher Education

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Peters, Gayle D.

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

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

    E-print Network

    Bozeman, Todd Dane

    2012-02-14

    or management activities. Relative risk statistics exposed several positive and significant associative relationships between participation in specific professional activities (i.e., observation of other science teachers, involvement in a science education study...

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

    NASA Astrophysics Data System (ADS)

    Omar, Sozan H.

    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.

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

    ERIC Educational Resources Information Center

    Kim, Mina; Kang, Bokyung

    2012-01-01

    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'…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Seo, Kyounghye

    2014-01-01

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

  2. The Role of Sustained Professional Development in Science Teacher Renewal and Retention.

    ERIC Educational Resources Information Center

    Meyer, Janice D.; Barufaldi, James P.

    The purpose of this study was to investigate the role of the Texas Regional Collaboratives (TRC) professional development program in science teacher renewal and retention. Eighty-five science teachers who were members or former members of the TRC for Excellence in Science Teaching participated in the survey. The characteristics of teachers

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

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Liu, Shih-Hsiung

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Trifiro, Anthony J.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Mule, Lucy

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    O'Sullivan, Mary

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    Microsoft Academic Search

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Hickey, Lynda D.

    2009-01-01

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

  12. Reinventing teacher professional norms and identities: the role of lesson study and learning communities

    Microsoft Academic Search

    Joanne Lieberman

    2009-01-01

    The present article addresses how lesson study can facilitate changing traditional norms of individualism, conservatism and presentism that constrain American teachers from learning from one another. The article investigates how lesson study can serve as a vehicle for developing teacher learning communities by developing or redeveloping teachersprofessional identity to include continual improvement. While participating in a learning community, the

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

    ERIC Educational Resources Information Center

    Eilks, Ingo; Markic, Silvija

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Deni, Ann Rosnida Md.; Malakolunthu, Suseela

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wright, Vivian H.

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Purves, Ross; Jackson, Anita; Shaughnessy, Julie

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

    Ewing-Taylor, Jacque M.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Frank, K.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    1999-01-01

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

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

    ERIC Educational Resources Information Center

    Attarian, A. Ronald

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

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

    NASA Astrophysics Data System (ADS)

    McGregor Petgrave, Dahlia M.

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

  3. The Professional Status of Teachers: Some Theoretical Concerns and Ontario Survey

    ERIC Educational Resources Information Center

    Fris, Joe

    1975-01-01

    This paper is designed to help clarify thinking about professionalism and the process of professionalization and to report the status of a study that attempted to assess the professional status of secondary school teachers in Ontario. (Published by Department of Educational Administration, University of Alberta, Edmonton, Alberta T6G 2E1) (Author)

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Lilja, Peter

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Alozie, Nonyelum M.

    2010-01-01

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

  7. Understanding the 2012 NSTA Science Standards for Teacher Preparation

    ERIC Educational Resources Information Center

    Veal, William R.; Allan, Elizabeth

    2014-01-01

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

  8. Steps Forward and Back in Adult Numeracy Teacher Professional Development: A Reflection on a Teacher Workshop Experience

    ERIC Educational Resources Information Center

    Saliga, Linda Marie; Daviso, Al; Stuart, Denise; Pachnowski, Lynne

    2015-01-01

    In this project, a university team of teacher education and mathematics professors conducted eight professional development sessions for General Educational Development (GED) teachers in the area of mathematics teaching. Topics included concretely modeling mathematics concepts in algebra, number sense, geometry, and differentiating instruction in…

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

    ERIC Educational Resources Information Center

    Cho, Moon-Heum; Rathbun, Gail

    2013-01-01

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

  10. Informal, Moralistic Health Education in Kenyan Teacher Education and How It Influences the Professional Identity of Student-Teachers

    ERIC Educational Resources Information Center

    Dahl, Kari K. B.

    2015-01-01

    This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education student-teachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind…

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

    ERIC Educational Resources Information Center

    Yeom, Minho; Ginsburg, Mark

    2007-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2012-02-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2012-05-01

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

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

    NASA Astrophysics Data System (ADS)

    Schum, Paul A.

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

  15. A Professional Examination for Teachers: A Long Range Plan for the Future of the Professional Section of the NTE Common Examinations.

    ERIC Educational Resources Information Center

    Medley, Don

    A design for a completely revised professional section of the National Teacher Examinations Common Examinations is proposed. These exams must be designed to assess the central competency that a teacher must acquire and maintain: skill in professional problem-solving. Professional problems are not all soluble, and the solutions to many of those…

  16. Standards for Professional Renewal: Beyond Accreditation and Certification.

    ERIC Educational Resources Information Center

    Rowls, Michael D.; Hanes, Madlyn Levine

    1985-01-01

    The increasing number of states requiring periodic renewal of teacher certification has intensified the need for setting standards and systematic review. Because recertification is not accomplished within the context of a program, the criteria used are solely those of the state education agency. Quality assurance mechanisms are needed. (MT)

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

    SciTech Connect

    Willcuts, Meredith H.

    2009-04-17

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

  18. Does Standards-Based Teacher Evaluation Improve Schools: An Investigation of Teacher Perceptions of Appraisal Systems

    ERIC Educational Resources Information Center

    Batchelor, Joseph Albert

    2008-01-01

    Three years after implementing a standards-based teacher evaluation system in a private K-12 school, research was conducted to determine what attitudes and perceptions teachers had on the effectiveness of the system. The survey includes questions about the teacher evaluation process and the goals of the test school in implementing the process. The…

  19. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms 

    E-print Network

    Skinner, Dametra Nicolette

    2013-11-27

    ...................................................................................... 24 Teachers and Teacher Preparation ....................................................... 26 Professional Development ......................................................... 28 African American Learning Styles... ....................................................... 29 vi Teacher Efficacy .................................................................................. 32 The Deficit Model ................................................................................ 34 Mathematics...

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

    ERIC Educational Resources Information Center

    Hetherington, Angela

    2000-01-01

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

  1. How to Activate Teachers through Teacher Evaluation?

    ERIC Educational Resources Information Center

    Tuytens, Melissa; Devos, Geert

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Cisterna Alburquerque, Dante Igor

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

  3. Understanding the 2012 NSTA Science Standards for Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Veal, William R.; Allan, Elizabeth

    2014-08-01

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

  4. The Texas Connection: Transferring professional development workshops for astronomy, teachers and student field experiences to distance learning technologies

    NASA Astrophysics Data System (ADS)

    Preston, S.; Hemenway, M. K.; Wetzel, M.; Mace, K.; Yarbrough, B.

    2008-06-01

    Texas is a big state! It measures 1244 km from east to west and 1289 km from north to south. It is as large as all of New England, New York, Pennsylvania, Ohio and Indiana combined and slightly larger than France. As the state's only professional observatory, our goal is to reach as many K-12 teachers and students as possible in Texas with astronomy activities that align with the state's teaching standards, Texas Essential Knowledge and Skills (TEKS).

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

    ERIC Educational Resources Information Center

    Donnelly, Lisa A.; Boone, William J.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  7. Middle School Mathematics TeachersProfessional Development and Student Achievement

    Microsoft Academic Search

    James A. Telese

    2012-01-01

    Middle school mathematics teacher quality is questionable because the number of certified mathematics teachers considered highly qualified is low (Birman et al., 2009). The author examined Grade 8 data from the 2005 National Association of Educational Progress mathematics assessment. The purposes of the study were to (a) determine the impact of middle school mathematics teachers’ content knowledge and teachers’ mathematics

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

    E-print Network

    Han, Sun Young

    2013-05-20

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

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

    NSDL National Science Digital Library

    Parry Graham

    2007-01-01

    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.

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

    E-print Network

    Han, Sun Young

    2013-05-20

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

  11. AERA 2004 1 Impact of Professional Development on a Teacher and Her Students: A Case Study

    E-print Network

    Fishman, Barry

    AERA 2004 1 Impact of Professional Development on a Teacher and Her Students: A Case Study Beth and how that learning translated into changes in classroom practices #12;AERA 2004 2 and student learning

  12. Utah Junior High Teachers Respond to Standards for Technological Literacy.

    ERIC Educational Resources Information Center

    Reeve, Edward M.; Nielsen, Charlie; Meade, Shelli D.

    2003-01-01

    Responses from 51 of 107 Utah technology education teachers found the following: 19% had inservice training on the Standards for Technological Literacy; 76% believe standards will strengthen technology education; 78% were modifying curricula to reflect them (but not creating standards-based curricula); and 81% felt prepared to teach the five…

  13. Partnering with Librarians to Meet NCATE Standards in Teacher Education

    ERIC Educational Resources Information Center

    Birch, Tobeylynn; Greenfield, Louise; Janke, Karen; Schaeffer, Deborah; Woods, Ada

    2008-01-01

    As colleges of education prepare to meet NCATE standards they will find technically savvy allies and willing partners at their campus libraries. The information literacy and technology targets in the standards of the National Council for Accreditation of Teacher Education (NCATE) parallel the information literacy standards developed by the…

  14. Elementary School Teacher's Perceptions of the Math Coach Approach to Professional Development

    ERIC Educational Resources Information Center

    Drust, Janice H.

    2013-01-01

    An increasingly popular way of supporting teachers is with instructional coaching, which involves the teacher working alongside an instructional coach in the classroom and participating weekly in professional development. Due to a challenge issued to educators from government leaders, schools and districts are considering the coaching model as an…

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

    ERIC Educational Resources Information Center

    Niyubahwe, Aline; Mukamurera, Joséphine; Jutras, France

    2013-01-01

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

  16. Analysis of the Professional Functions of Teachers. Relationships between Job Functions and the NTE Core Battery.

    ERIC Educational Resources Information Center

    Rosenfeld, Michael; And Others

    This study was undertaken to further document content validity and to provide evidence of construct validity of the National Teacher Examinations (NTE) Core Battery, using an alternative strategy. This strategy involved identifying the important job functions and professional knowledge areas of teachers. A multi-method approach was used to…

  17. New Teacher Induction, Mentoring, and the Development of Self-Determined Professional Educators

    ERIC Educational Resources Information Center

    Olivadoti, Heidi C.

    2012-01-01

    This study examined the following research question: Are there any significant relationships between mentoring new teachers and their development as self-determined professional educators? While the explicit goals related to mentoring new teachers are to improve practice, address equity issues, and increase student achievement, the implicit…

  18. The Development of Personal, Intercultural and Professional Competence in International Field Experience in Initial Teacher Education

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan; Choi, Pik Lin

    2004-01-01

    This paper reports a qualitative case study of four preservice student teachers' professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE (Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia…

  19. Learning from Team Teaching and Beyond: A Case Study on EFL Teachers' Professional Development

    ERIC Educational Resources Information Center

    Chen, Cheryl Wei-yu; Cheng, Yuh-show

    2014-01-01

    Framed in the sociocultural theory, this case study was designed to investigate teachers' professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City,…

  20. MS Ed in Family & Consumer Sciences Teacher Education K-12 Professional Certification Program

    E-print Network

    Engel, Robert

    MS Ed in Family & Consumer Sciences Teacher Education K-12 Professional Certification Program Certificate in Family & Consumer Sciences Teacher Education K-12. Maintenance Requirements: 1. Students must An Analysis of Teaching Family & Consumer Sciences (S) 3 FNES 748 Curriculum Development: Theories

  1. The ‘Self-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development

    Microsoft Academic Search

    E. M. Vrieling; Th. J. Bastiaens; P. J. J. Stijnen

    2012-01-01

    Many recent studies have stressed the importance of students' self-regulated learning (SRL) skills for successful learning. Although primary teacher educators are aware of the importance of SRL for their students, they often find it difficult to implement SRL opportunities in their teaching. To support teacher professional development, an SRL model was described in a previous theoretical study. In the present

  2. Preservice Teachers' Changing Perceptions of Professional Ethics as They Experience Increased Time in the Schools.

    ERIC Educational Resources Information Center

    Blake, Sally; Hurley, Sandra; Tinajero, Josefina; Harder, Vicki

    This study investigated changes in student teachers' attitudes concerning professional ethics as they progressed through teacher education programs. Participants were university students who moved through a series of classes that required increased hours in the classroom with children. They were at 6 levels of educational experience, ranging from…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  4. Career Changers and Fast-Track Induction: Teacher Perspectives on Their Early Professional Development

    ERIC Educational Resources Information Center

    Griffiths, Vivienne

    2011-01-01

    In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers' own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model…

  5. Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment

    ERIC Educational Resources Information Center

    Buxton, Cory A.; Allexsaht-Snider, Martha; Kayumova, Shakhnoza; Aghasaleh, Rouhollah; Choi, Youn-Jeng; Cohen, Allan

    2015-01-01

    In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to…

  6. Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

    ERIC Educational Resources Information Center

    Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

    2010-01-01

    Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature…

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

    ERIC Educational Resources Information Center

    Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  10. The role of sustained professional development in science teacher renewal and retention

    NASA Astrophysics Data System (ADS)

    Meyer, Janice Dawn

    The Texas Regional Collaboratives for Excellence in Science Teaching (TRC) is a sustained professional development program serving over 700 teachers in Texas. The teacher participants receive over 105 contact hours of professional development each year. The purpose of this study was to investigate the role of the TRC professional development program in science teacher renewal and retention. Sixty current and former members of the TRC were intentionally selected and surveyed to determine the impact of the program on science teacher renewal. One-on-one interviews were also conducted with selected participants to verify and describe their respective TRC experiences. Study participants averaged 13.4 years of teaching experience and 3.3 years participating in the TRC program. Findings revealed teachers joined the TRC program to enhance the learning of their students, remained in the program for the classroom lessons and materials and left the program due to family reasons. Findings also revealed six factors impacting science teacher renewal: Building confidence in teaching ability; creating professional environments; providing classroom materials; providing current information on statewide issues; providing leadership opportunities; and providing networking opportunities. These factors impacting renewal are supported in literature on science teacher retention and renewal and are all important for science teacher renewal to occur.

  11. Principal Change Facilitator Style, Bureaucratic and Professional Orientations, and Teacher Receptivity to Change.

    ERIC Educational Resources Information Center

    Chauvin, Sheila W.; Ellett, Chad D.

    Conceptions of principal change facilitator style (PCFS) and bureaucratic and professional role orientations (BPROs) are used to explore the construct of teacher receptivity to change (TRC) and the relationships among teacher perceptions of PCFS and their perceptions of receptivity to change. Part I of the study analyzed and refined the…

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

    ERIC Educational Resources Information Center

    Pinho, Ana Sofia; Andrade, Ana Isabel

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Kabakci Yurdakul, Isil

    2011-01-01

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

  14. A Study to Determine the Impact of Professional Development on Teachers' Knowledge of Literacy Content

    ERIC Educational Resources Information Center

    Bradley, Rosaline Teresita

    2012-01-01

    Scope and Method of Study: This quantitative study investigated the impact of professional development on Belizean teachers' knowledge of literacy content needed to effectively develop early literacy skills of primary school children between the ages of five to eight. The specific focus of the research was to survey teachers' knowledge level…

  15. Professionalism, Identity and the Self: The De-Moralisation of Teachers in English Sixth Form Colleges

    ERIC Educational Resources Information Center

    Stoten, David William

    2013-01-01

    In order to understand the changing nature of professionalism we must consider how the work of teachers has changed in recent years and place this into its wider political and social context as the British State moved from a social democratic model of the State to one based on neo-liberal ideology. Although much of the literature of teacher

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

    ERIC Educational Resources Information Center

    Pancsofar, Nadya; Petroff, Jerry G.

    2013-01-01

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

  17. Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education

    ERIC Educational Resources Information Center

    Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark

    2008-01-01

    In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

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

    Microsoft Academic Search

    Jennifer Harrison; Tony Lawson; Angela Wortley

    2005-01-01

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

  19. Emotions and "Getting By": A Pre-Service Teacher Navigating Professional Experience

    ERIC Educational Resources Information Center

    Bloomfield, Di

    2010-01-01

    Professional experience is a field increasingly defined by institutionally prescribed practices and outcomes. However, for the pre-service teacher, at an individual level, it is commonly navigated through complex and diverse experiences that for them may defy coherence. What is publicly shared is filtered frequently through a pre-service teacher's…

  20. Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics

    ERIC Educational Resources Information Center

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

    2012-01-01

    Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact study of OPD courses in fractions, algebraic thinking, and measurement on 79 fifth grade teachers'…