Science.gov

Sample records for 2007-2009 teacher professional

  1. Teacher Quality Partnership Novice Teacher Studies Technical Report NTS 10-01 Research Brief 2007-2009

    ERIC Educational Resources Information Center

    Kinnucan-Wesch, Kathryn; Franco, Suzanne; Hendricks, Martha S.

    2010-01-01

    The purpose of this technical report is to summarize the research methodology of the Novice Teacher Study (NTS) strand of the Teacher Quality Partnership (TQP) research. The Ohio TQP has embarked on a series of research studies to learn more about the characteristics of effective teachers and to identify the patterns of teacher performance in both…

  2. 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…

  3. Evaluating Teachers as Professionals.

    ERIC Educational Resources Information Center

    Scriven, Michael

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

  4. Commodification of Teacher Professionalism

    ERIC Educational Resources Information Center

    Werler, Tobias

    2016-01-01

    This paper investigates the hypothesis that teacher education in European welfare states is commodified due to its governance by neoliberal policy making. The starting point for the analysis is a discussion of the relationship between the welfare state and teacher professionalism. For this purpose, the concept of the ill-defined problem is…

  5. Conceptualizing Teacher Professional Learning

    ERIC Educational Resources Information Center

    Opfer, V. Darleen; Pedder, David

    2011-01-01

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

  6. Professional Environment for Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  7. Effective Teacher Professionalization in Networks?

    ERIC Educational Resources Information Center

    Hofman, Roelande H.; Dijkstra, Bernadette J.

    2010-01-01

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

  8. 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…

  9. 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…

  10. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

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

  11. Professional Development of Mathematics Teachers.

    ERIC Educational Resources Information Center

    Wu, Hung-Hsi

    1999-01-01

    This essay discusses inservice professional development and suggests that any improvement in mathematics education must begin with teachers already in the classroom. It includes three examples of mathematical presentations in professional development made in Californian schools relating to discrete mathematics, connections, and technology. (MM)

  12. Teacher Professionalism: The Wrong Conversation.

    ERIC Educational Resources Information Center

    Coulter, David; Orme, Liz

    2000-01-01

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

  13. Reconceptualizing Professional Communities for Preservice Urban Teachers

    ERIC Educational Resources Information Center

    Skerrett, Allison; Williamson, Thea

    2015-01-01

    This paper explores how a preservice teacher defined, experienced, and transacted with multiple professional communities in becoming a social justice-minded urban English teacher. It extends research on urban teachers and professional communities by arguing that professional community in relation to urban teachers must be informed by…

  14. Emerging Professional Teacher Identity of Pre-Service Teachers

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Defining Professionalism in Teacher Education Programs

    ERIC Educational Resources Information Center

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  16. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  17. Supporting Teacher Professionalism: Insights from TALIS 2013

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be…

  18. Science teachers' views of professional development

    NASA Astrophysics Data System (ADS)

    Loughran, John; Ingvarson, Lawrence

    1993-12-01

    Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

  19. Differentiating Teacher Professional Development with Design

    ERIC Educational Resources Information Center

    MacFarlane, Bronwyn

    2012-01-01

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

  20. Emerging Professional Roles for Teacher Educators.

    ERIC Educational Resources Information Center

    Massanari, Karl; And Others

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

  1. 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,…

  2. Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

    ERIC Educational Resources Information Center

    Burns, Eila; Bell, Sheena

    2011-01-01

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

  3. TVET Teacher Professionalism in Leadership Personality Formation

    ERIC Educational Resources Information Center

    Muhammad, Siti Nur Hidayah; Jaafar, Siti Norain

    2015-01-01

    This study aims to look at the professionalism of teachers in Technical and Vocational Education and their role as teachers. Applying leadership personality drove to the skills of the teachers. Therefore, this article is important in helping the teachers TVET build basic knowledge with respect to the leadership personality who should be planted…

  4. 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…

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

    ERIC Educational Resources Information Center

    Adajian, Lisa Byrd

    1996-01-01

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

  6. Buying Time for Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Cutler, Ada Beth; Ruopp, Faye Nisonoff

    1993-01-01

    Middle School Math Project at Education Development Center in Newton, Massachusetts, puts industry representatives into classroom to free teachers for professional development and to show students real-life applications of science and math. Although the program is no magic bullet for achieving teacher professionalism, this innovative approach buys…

  7. Profiling Teachers' Sense of Professional Identity

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  8. 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…

  9. Teacher Collaborative Planning in Professional Learning Communities

    ERIC Educational Resources Information Center

    Hart, Kimberly S.

    2013-01-01

    Teacher collaboration is essential for the improvement of student achievement and teacher performance. Classrooms comprise a variety of learners with individual learning needs that must be met for effective learning to take place. In the past, teachers have taught in isolation without the assistance of collaboration. A professional learning…

  10. Reconceptualizing Professional Teacher Development. ERIC Digest.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.

    This digest highlights ways in which new and seasoned teachers are developing a repertoire of skills and knowledge that complement education reform efforts. For example, rather than seeing each stage of a teacher's professional life as distinct and separate, a more holistic view of the development of teacher from novice to advanced practitioner is…

  11. 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…

  12. 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…

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

    ERIC Educational Resources Information Center

    MacDonald Grieve, Ann; McGinley, Brian Peter

    2010-01-01

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

  14. Teacher Professional Conversations--The oz-Teachers Story

    ERIC Educational Resources Information Center

    Lloyd, Margaret; Skyring, Carol; Nykvist, Shaun

    2015-01-01

    The oz-Teachers listserv, an email list for teachers, ran continuously for 20 years, from 1995 to 2015. It provided the technical infrastructure for professional communication with the majority of its members being Australian teachers based in classrooms across the country. An analysis of the list archives provides us with interesting insights as…

  15. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  16. The Professional Development of Teachers in Malta.

    ERIC Educational Resources Information Center

    Bezzina, Christopher; Camilleri, Antoinette

    2001-01-01

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

  17. Teacher Professional Development in Congregational Settings

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  18. 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,…

  19. Cognitive Apprenticeship and Teachers' Professional Development

    ERIC Educational Resources Information Center

    Nichol, Jon; Turner-Bisset, Rosie

    2006-01-01

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

  20. Guidelines for Professional Experiences in Teacher Education.

    ERIC Educational Resources Information Center

    Association of Teacher Educators, Reston, VA.

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

  1. Teacher Metacognition within the Professional Learning Community

    ERIC Educational Resources Information Center

    Prytula, Michelle P.

    2012-01-01

    A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include…

  2. 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…

  3. Advanced Skills Teachers: Professional Identity and Status

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  4. 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…

  5. Further Education Teachers' Constructions of Professionalism.

    ERIC Educational Resources Information Center

    Clow, Ros

    2001-01-01

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

  6. 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…

  7. School Health Promotion and Teacher Professional Identity

    ERIC Educational Resources Information Center

    Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

    2016-01-01

    Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

  8. Professional Identity Tensions of Beginning Teachers

    ERIC Educational Resources Information Center

    Pillen, Marieke; Beijaard, Douwe; den Brok, Perry

    2013-01-01

    This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3)…

  9. Relational Dynamics in Teacher Professional Development

    ERIC Educational Resources Information Center

    Finkelstein, Carla

    2013-01-01

    Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

  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. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  12. Prospective Teachers' Ideas about Teacher Recruitment and Their Professional Future

    ERIC Educational Resources Information Center

    Sahin, Idris

    2011-01-01

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

  13. Teacher Research as Professional Development for P-12 Music Teachers

    ERIC Educational Resources Information Center

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  14. Multiplying the Effect of Professional Development: Teachers Training Teachers

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Becoming a Professional Reading Teacher

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  16. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    ERIC Educational Resources Information Center

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

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

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

    ERIC Educational Resources Information Center

    Phelan, Anne

    2010-01-01

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

  18. Professional Vision and the Politics of Teacher Learning

    ERIC Educational Resources Information Center

    Lefstein, Adam; Snell, Julia

    2011-01-01

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

  19. Teachers' Professional Vulnerability and Cultural Tradition: A Chinese Paradox

    ERIC Educational Resources Information Center

    Gao, Xuesong

    2008-01-01

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

  20. Transformation and Framework of Teacher Professional Development in Taiwan

    ERIC Educational Resources Information Center

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  1. Point-Counterpoint: Teacher Professionalism

    ERIC Educational Resources Information Center

    Hess, Frederick M.; Fennell, Maddie

    2015-01-01

    Two perspectives on teaching as a profession offer an interesting contrast. One side focuses on teachers from a political perspective, while the other envisions transforming teaching into a true profession.

  2. One Teacher's Journey to Professionalism.

    ERIC Educational Resources Information Center

    Delfino, Charleen Silva

    1999-01-01

    Shares insights of an English teacher gained through a variety of teaching experiences. Describes how the Bay Area Writing Project provided effective strategies to improve the teaching of writing. (NH)

  3. 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. PMID:26139861

  4. Learning's Professional Reading for Teachers.

    ERIC Educational Resources Information Center

    Ohanian, Susan

    1982-01-01

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

  5. Quality Professional Development for Secondary Science Teachers

    ERIC Educational Resources Information Center

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  6. Teachers' Professional Ethics from Avicenna's Perspective

    ERIC Educational Resources Information Center

    Heidari, Mohammad Hossein; Heshi, Kamal Nosrati; Mottagi, Zohre; Amini, Mehrnosh; Shiri, Ali Shiravani

    2015-01-01

    The purpose of this paper is to express Avicenna's standpoints in the area of teachers' professional ethics. Making use of a qualitative approach and a descriptive-analytic method, this study attempted to describe and analyze Avicenna's viewpoints on prerequisites of teaching profession by the help of the available resources. In general, the…

  7. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-01-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

  8. 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.…

  9. Professional Leadership Aspirations of Prospective Women Teachers

    ERIC Educational Resources Information Center

    McMillin, Marvin R.

    1972-01-01

    Results of the study seem to suggest that prospective women teachers are less likely to accept a leadership role as the level of responsibility increases and after an interruption in their career. They are also less likely to accept leadership roles in professional organizations. (Author/BY)

  10. 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…

  11. 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…

  12. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  13. Towards Teachers' Professional Autonomy through Action Research

    ERIC Educational Resources Information Center

    Bustingorry, Sonia Osses

    2008-01-01

    Educational action research was carried out between 2003 and 2006, focusing on developing high-school teachers' professional autonomy belonging to the scientific area in poor communes of the ninth Region de la Araucana, Chile. The research is contextualized in the Chilean educational reality and based on each of the stages of the action research…

  14. Professional Learning to Nurture Adaptive Teachers

    ERIC Educational Resources Information Center

    Lee, Kar-Tin

    2013-01-01

    This paper presents the findings of a study conducted in China to identify the potential benefits of incorporating robotics as an educational tool for 100 primary and 320 secondary school teachers of general technology. The Professional Learning Program was conducted from 2010-2013 in China. The major focus of the program was on the development…

  15. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  16. Teacher Professional Development: A Different Perspective

    ERIC Educational Resources Information Center

    Roseler, Katrina; Dentzau, Michael W.

    2013-01-01

    Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the…

  17. Gendered Trends in Student Teachers' Professional Aspirations

    ERIC Educational Resources Information Center

    Smith, Joan

    2015-01-01

    The paper reports on a small-scale, exploratory study investigating the professional aspirations of a cohort of student teachers at a UK university. Questionnaires and interviews sought insights into the students' perceptions of leadership, future aspirations and self-perceptions as potential leaders. Whilst there was commonality in male and…

  18. Teacher Professional Development that Makes an Impact

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  19. Quality professional development for secondary science teachers

    NASA Astrophysics Data System (ADS)

    Mchazlett, Dwight Henry, Jr.

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

  20. Main Factors of Teachers' Professional Well-Being

    ERIC Educational Resources Information Center

    Yildirim, Kamil

    2014-01-01

    The purpose of the study was to reveal the main factors of teachers' professional well being. Theoretically constructed model was tested on large scale data belong to 72.190 teachers working at lower secondary level. Theoretical model included teachers' individual, professional and organizational characteristics. Professional well-being…

  1. The Professional Reading Habits of Teachers: Implications for Student Learning

    ERIC Educational Resources Information Center

    Rudland, Neale; Kemp, Coral

    2004-01-01

    This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of…

  2. 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,…

  3. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    ERIC Educational Resources Information Center

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  4. Second Career Teachers and (Mis)Recognitions of Professional Identities

    ERIC Educational Resources Information Center

    Nielsen, Ann

    2016-01-01

    Since the late 1980s there has been an increase of "second career teachers" (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu's concepts of power and cultural capital, the professional identities of teachers were examined…

  5. Implementing Professional Experiences to Prepare Preservice Science Teachers

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2009-01-01

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

  6. 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,…

  7. 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…

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

    ERIC Educational Resources Information Center

    Mukeredzi, Tabitha Grace

    2013-01-01

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

  9. Critical Friends Group for EFL Teacher Professional Development

    ERIC Educational Resources Information Center

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  10. Combining Marriage and Career: The Professional Adjustment of Marital Teachers

    ERIC Educational Resources Information Center

    Rizvi, Afroz Haider

    2016-01-01

    In the paper, the researcher attempted to assess Professional Adjustment status and level of teachers according to their marital status on a sample of 792 teachers. Teachers have been classified into two categories viz. married and unmarried. To evaluate the status of professional adjustment of teachers, a tool viz. "Manual on Teachers…

  11. 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…

  12. The Teachers' Perspective on Teacher Professional Development Evaluation

    ERIC Educational Resources Information Center

    Chen, Yu-Fen

    2013-01-01

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

  13. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

  14. Mediating Artifact in Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  15. Teachers' Conceptions of Teacher Professionalism in England in 2003 and 2006

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  16. 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…

  17. Differences across Academic Subjects in Teachers' Attitudes about Professional Development

    ERIC Educational Resources Information Center

    Torff, Bruce; Byrnes, Katherine

    2011-01-01

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

  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. Acrylamide monitoring in Switzerland, 2007-2009: results and conclusions.

    PubMed

    Biedermann, M; Grundbock, F; Fiselier, K; Biedermann, S; Burgi, C; Grob, K

    2010-10-01

    Parallel to the European Union acrylamide monitoring for the years 2007-2009, Switzerland performed its own monitoring, covering the whole range of products that significantly contain acrylamide (almost 300 samples per year), but focusing on those products that may result in high exposure. As reducing sugars are critical for potato products, these were included. No significant change, particularly improvement, was noticed, especially regarding those products for which substantial potential for improvement is known. 'Western-style' French fries continued to contain some four times more reducing sugars than 'traditional' fries, with correspondingly higher acrylamide in the finished product. The supply of raw potatoes low in reducing sugars by retail shops needs improvement, but there seemed to be insufficient willingness on a voluntary basis. A foreign producer was successful in penetrating the Swiss market with special potato chips containing up to 7000 microg kg(-1) acrylamide and only harsh measures could stop this. Three of about 61 products in the group of bakery ware showed a marked improvement. But there was also a store brand cracker that competed with a leading brand which contained 15 times more acrylamide (845 microg kg(-1)). Cereals contained 1080 microg kg(-1) acrylamide and even a warning did not prompt the producer to sell substantially better products one year later. It seems that only measures by the authorities will achieve improvements. The following seem promising: a limit for reducing sugars in prefabricates for French fries; the improved supply of raw potatoes low in sugars for roasting and frying; a legal limit for acrylamide content in potato chips; a general provision that products must not contain substantially more acrylamide than achievable by good manufacturing practice; and fryers with a temperature profile from an initial high to a lower final value.

  20. Acrylamide monitoring in Switzerland, 2007-2009: results and conclusions.

    PubMed

    Biedermann, M; Grundbock, F; Fiselier, K; Biedermann, S; Burgi, C; Grob, K

    2010-10-01

    Parallel to the European Union acrylamide monitoring for the years 2007-2009, Switzerland performed its own monitoring, covering the whole range of products that significantly contain acrylamide (almost 300 samples per year), but focusing on those products that may result in high exposure. As reducing sugars are critical for potato products, these were included. No significant change, particularly improvement, was noticed, especially regarding those products for which substantial potential for improvement is known. 'Western-style' French fries continued to contain some four times more reducing sugars than 'traditional' fries, with correspondingly higher acrylamide in the finished product. The supply of raw potatoes low in reducing sugars by retail shops needs improvement, but there seemed to be insufficient willingness on a voluntary basis. A foreign producer was successful in penetrating the Swiss market with special potato chips containing up to 7000 microg kg(-1) acrylamide and only harsh measures could stop this. Three of about 61 products in the group of bakery ware showed a marked improvement. But there was also a store brand cracker that competed with a leading brand which contained 15 times more acrylamide (845 microg kg(-1)). Cereals contained 1080 microg kg(-1) acrylamide and even a warning did not prompt the producer to sell substantially better products one year later. It seems that only measures by the authorities will achieve improvements. The following seem promising: a limit for reducing sugars in prefabricates for French fries; the improved supply of raw potatoes low in sugars for roasting and frying; a legal limit for acrylamide content in potato chips; a general provision that products must not contain substantially more acrylamide than achievable by good manufacturing practice; and fryers with a temperature profile from an initial high to a lower final value. PMID:20730646

  1. Kepler Mission IYA Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

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

    2009-12-01

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

  2. Teachers' Professional Development Experiences: Implications for Teaching Practice

    ERIC Educational Resources Information Center

    Vail, Teresa M.

    2011-01-01

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

  3. 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…

  4. Codification and Validation of Professional Development Questionnaire of Teachers

    ERIC Educational Resources Information Center

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  5. Professionalism of Preschool Teachers in Estonia, Finland, Sweden and Hungary

    ERIC Educational Resources Information Center

    Peterson, Tiina; Veisson, Marika; Hujala, Eeva; Härkönen, Ulla; Sandberg, Anette; Johansson, Inge; Bakosi, Eva Kovacsne

    2016-01-01

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring…

  6. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    ERIC Educational Resources Information Center

    Bertram, Kathryn Berry

    2010-01-01

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

  7. Applying Constructionist Principles to Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

    2011-01-01

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

  8. 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…

  9. Teachers as Learners: Implications of Adult Education for Professional Development

    ERIC Educational Resources Information Center

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  10. A Design Framework for Online Teacher Professional Development Communities

    ERIC Educational Resources Information Center

    Liu, Katrina Yan

    2012-01-01

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

  11. 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…

  12. 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…

  13. Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

    ERIC Educational Resources Information Center

    Mantei, Jessica; Kervin, Lisa

    2011-01-01

    This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings…

  14. 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…

  15. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

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

    ERIC Educational Resources Information Center

    Mockler, Nicole

    2012-01-01

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

  17. Being a Teacher Educator: Professional Identities and Conceptions of Professional Education

    ERIC Educational Resources Information Center

    Pereira, Fátima; Lopes, Amélia; Marta, Margarida

    2015-01-01

    Background: This study consists of an analysis of the conceptions that teacher educators have of their work, identifying the relationship between their professional identities and their views of the professional qualities of the future teachers. Method and design: Semi-directive interviews with 19 teacher educators of a primary education teachers…

  18. 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,…

  19. Future Science Teachers of America: Strengthening Professionalism in Science Education.

    ERIC Educational Resources Information Center

    Bazler, Judith; Simonis, Doris

    1989-01-01

    The development of an organization that gives preservice science teachers opportunities to participate actively in their own professional development is described. The activities, projects, and funding of the Future Science Teachers of America (FSTA) group are discussed. (KR)

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

    ERIC Educational Resources Information Center

    Rhea, Zane Ma

    2012-01-01

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

  1. Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia

    ERIC Educational Resources Information Center

    Rahman, Bujang; Abdurrahman, Abdurrahman; Kadaryanto, Budi; Rusminto, Nurlaksana Eko

    2015-01-01

    Improvement of teachers' content knowledge has long been regarded as a priority in Indonesian school systems, and has been the goal for many teacher professional development programs. In this paper we report the evaluation of a professional development program to improve content knowledge for 147 Indonesian teachers. The teachers were divided into…

  2. 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).…

  3. Literacy-Related Professional Development Preferences of Secondary Teachers

    ERIC Educational Resources Information Center

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  4. Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis

    ERIC Educational Resources Information Center

    Troiano, Beverly

    2012-01-01

    I conducted a two-year case study of a cohort of two middle school mainstream teachers, one a mathematics and science teacher and the other a language arts teacher, and one elementary teacher involved in the LSciMAct ("Transforming Literacy, Math and Science Through Participatory Action Research") professional development project. The…

  5. Globalizing the Professional Component of Teacher Education: Considerations for Reform.

    ERIC Educational Resources Information Center

    Ochoa, Anna S.

    Ways and means for changing the professional component of teacher education programs to enable future teachers to create learning environments that reflect global/international dimensions are examined. In the first section, the ineffectiveness of teacher education courses in preparing teachers with a global outlook is discussed. It is pointed out…

  6. 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…

  7. RE Student Teachers' Professional Development: Results, Reflections and Implications

    ERIC Educational Resources Information Center

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  8. Drawing Identity: Beginning Pre-Service Teachers' Professional Identities

    ERIC Educational Resources Information Center

    Beltman, Susan; Glass, Christine; Dinham, Judith; Chalk, Beryl; Nguyen, Bich

    2015-01-01

    Developing a professional teacher identity can be complex as pre-service teachers engage with a process informed by their previous experiences of teachers and teaching, by learning in their pre-service course, by field placements, and by societal expectations. Using drawing as the method for gathering data, pre-service teachers in an Australian…

  9. Teacher Conceptualization of Teaching: Integrating the Personal and the Professional

    ERIC Educational Resources Information Center

    Brilhart, Dan

    2010-01-01

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

  10. Foreign Language Teachers' Professional Development in Information Age

    NASA Astrophysics Data System (ADS)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  11. Incorporating Geospatial Technology into Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Sproles, E. A.; Songer, L.

    2009-12-01

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

  12. Professional Development Needs of English Language Teachers in Malaysia

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  13. Teacher Professionalization in the Age of Social Networking Sites

    ERIC Educational Resources Information Center

    Kimmons, Royce; Veletsianos, George

    2015-01-01

    As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This qualitative study sought to articulate tensions that arose between professionalization influences and teacher education student…

  14. A New Professionalism? Becoming a Chartered Teacher--Part I

    ERIC Educational Resources Information Center

    O'Brien, Jim; Hunt, Gillian

    2005-01-01

    A national framework of continuing professional development (CPD) for teachers in Scotland has emerged since the McCrone Inquiry. The CPD Framework is intended to help teachers to identify and access relevant, high-quality development opportunities that enable them to realise their full potential. There is now a professional standard for each of…

  15. 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…

  16. Productive Pedagogies and Teachers' Professional Learning in Physical Education

    ERIC Educational Resources Information Center

    Bowes, Margot; Tinning, Richard

    2015-01-01

    This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

  17. A Narrative Analysis of a Teacher Educator's Professional Learning Journey

    ERIC Educational Resources Information Center

    Vanassche, Eline; Kelchtermans, Geert

    2016-01-01

    This article reports on a narrative analysis of one teacher educator's learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates…

  18. In the Round: Supporting Teachers' Authentic Professional Learning

    ERIC Educational Resources Information Center

    Strand, Matt

    2013-01-01

    This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds,…

  19. Professional Orientations of Secondary School Teachers Towards Their Work.

    ERIC Educational Resources Information Center

    van Veen, Klaas; Sleegers, Peter; Bergen, Theo; Klaassen, Cees

    2001-01-01

    Surveyed Dutch secondary teachers to investigate their professional orientations, assuming that professionalism was socially defined and thus constructed by all involved. Overall, teachers differed in their orientations and in combinations of their orientations toward instruction, educational goals, and role in the school organization. Teachers…

  20. Vocational Education and Training Teacher Professional Development: Tensions and Context

    ERIC Educational Resources Information Center

    Bound, Helen

    2011-01-01

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

  1. 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…

  2. Professional Noticing Practices of Novice Mathematics Teacher Educators

    ERIC Educational Resources Information Center

    Amador, Julie

    2016-01-01

    The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those…

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

    ERIC Educational Resources Information Center

    Stevenson, Howard; Carter, Bob; Passy, Rowena

    2007-01-01

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

  4. 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…

  5. 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…

  6. Getting Recognised: Teachers Negotiating Professional Identities as Learners through Talk

    ERIC Educational Resources Information Center

    Cohen, Jennifer L.

    2010-01-01

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

  7. A Framework for Professional Ethics Courses in Teacher Education

    ERIC Educational Resources Information Center

    Warnick, Bryan R.; Silverman, Sarah K.

    2011-01-01

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

  8. Coaching Discourse: Supporting Teachers' Professional Learning

    ERIC Educational Resources Information Center

    Heineke, Sally F.

    2013-01-01

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

  9. Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

    ERIC Educational Resources Information Center

    Sisson, Jamie Huff; Iverson, Susan V.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  11. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    ERIC Educational Resources Information Center

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  12. Phenomenological Analysis of Professional Identity Crisis Experience by Teachers

    ERIC Educational Resources Information Center

    Sadovnikova, Nadezhda O.; Sergeeva, Tamara B.; Suraeva, Maria O.

    2016-01-01

    The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers' pedagogical activity and professional development. The objective of the study is to describe the…

  13. Routines and Collective Orientations in Mathematics Teachers' Professional Development

    ERIC Educational Resources Information Center

    Gellert, Uwe

    2008-01-01

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

  14. The Role of Teachers' Resource Centres in Teachers' Professional Development and Enhancing Primary Education in Zanzibar

    ERIC Educational Resources Information Center

    Mosha, Mary Atanas

    2015-01-01

    This paper reports the contribution of Teachers' Resource Centres (TRCs) in enhancing teachers' professional development. Variables investigated were designed programme for the primary school teachers, teachers who were attending in-service training at the TRCs, as well as those who had completed the training and teaching, and head teachers at the…

  15. 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,…

  16. School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

    ERIC Educational Resources Information Center

    Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

    2015-01-01

    Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

  17. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  18. 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.

  19. Factors within University-Based Teacher Education Relating to Preservice Teachers' Professional Vision

    ERIC Educational Resources Information Center

    Stürmer, Kathleen; Könings, Karen D.; Seidel, Tina

    2015-01-01

    Preservice teachers' professional vision is an important indicator of their initial acquisition of integrated knowledge structures within university-based teacher education. To date, empirical research investigating which factors contribute to explaining preservice teachers' professional vision is scarce. This study aims to determine which factors…

  20. Head Start Classroom Teachers' and Assistant Teachers' Perceptions of Professional Development Using a Learn Framework

    ERIC Educational Resources Information Center

    Nasser, Ilham; Kidd, Julie K.; Burns, M. Susan; Campbell, Trina

    2015-01-01

    This study investigates early childhood education teachers' and assistant teachers' views about a year-long professional development model that focuses on developing intentional teaching. The study shares the results of interviews conducted with the teachers at the end of the implementation of a one-year experimental professional model in Head…

  1. Understanding Inservice Science Teachers' Needs for Professional Development

    NASA Astrophysics Data System (ADS)

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

    2015-08-01

    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.

  2. Online Professional Learning for Rural Teachers of Mathematics and Science

    ERIC Educational Resources Information Center

    Herbert, Sandra; Campbell, Coral; Loong, Esther

    2016-01-01

    Professional learning is crucial for the ongoing development of teachers and the improvement of student outcomes. Professional learning in mathematics and science education has the potential to address concerns about shortages in these areas and their impact on economic growth. However, attendance at face-to-face professional learning is…

  3. Teachers' Professional Identity Negotiations in Two Different Work Organisations

    ERIC Educational Resources Information Center

    Vähäsantanen, Katja; Hökkä, Päivi; Eteläpelto, Anneli; Rasku-Puttonen, Helena; Littleton, Karen

    2008-01-01

    Recent studies have described professional identity as the interplay between individual agency and social context. However, we need to understand how these are intertwined in different kinds of work settings. This paper focuses on teachers' professional identity negotiations as involving the work organisation, the professional community and…

  4. Unbecoming Teachers: Towards a More Dynamic Notion of Professional Participation

    ERIC Educational Resources Information Center

    Colley, Helen; James, David; Diment, Kim

    2007-01-01

    This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of "communities of practice". All entail notions of becoming and being a…

  5. Access to Continuous Professional Development by Teachers in England

    ERIC Educational Resources Information Center

    Opfer, V. Darleen; Pedder, David

    2010-01-01

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

  6. 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…

  7. Biology Teachers' Professional Development Needs for Teaching Evolution

    ERIC Educational Resources Information Center

    Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

    2016-01-01

    The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

  8. Becoming a Researcher: Teacher-Conducted Research and Professional Growth.

    ERIC Educational Resources Information Center

    Brindley, Geoff

    This preliminary study investigated the perceptions of the research process of teachers who had newly become researchers and, in particular, it sought to explore the relationship between teacher-conducted research and professional growth. Six experienced English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers were…

  9. From Professional Development to System Change: Teacher Leadership and Innovation

    ERIC Educational Resources Information Center

    Frost, David

    2012-01-01

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

  10. 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…

  11. Factors Affecting the Professional Development of Elementary English Teachers

    ERIC Educational Resources Information Center

    Zein, Subhan

    2016-01-01

    The poor classroom practices of English teachers at elementary level in Indonesia have been attributed to the inadequacy of pre-service education. Yet, whether in-service professional development (PD) also plays a role is unknown. This study investigated the perspectives of 23 teachers, 14 teacher educators and 3 school principals regarding the…

  12. 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,…

  13. Professional Learning as a Physical Education Teacher Educator

    ERIC Educational Resources Information Center

    MacPhail, Ann

    2011-01-01

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

  14. Evaluating Mathematics Teachers' Professional Development Motivations and Needs

    ERIC Educational Resources Information Center

    Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

    2016-01-01

    While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

  15. Hybrid Teacher Leaders and the New Professional Development Ecology

    ERIC Educational Resources Information Center

    Margolis, Jason

    2012-01-01

    This two-year study examines an emergent model for promoting classroom change amidst systemic professional development efforts--the hybrid teacher leader (HTL). Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In-depth qualitative data from…

  16. 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…

  17. Teacher Professionalism and Team Performance Pay: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Wells, Pamela; Combs, Julie P.; Bustamante, Rebecca M.

    2012-01-01

    The purpose of this mixed methods research study was to explore teachers' perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers' archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had…

  18. Experiences of Pioneers Facilitating Teacher Networks for Professional Development

    ERIC Educational Resources Information Center

    Hanraets, Irene; Hulsebosch, Joitske; de Laat, Maarten

    2011-01-01

    This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice-based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional…

  19. The INSTRUCT Project: Web Professional Development for Mathematics Teachers.

    ERIC Educational Resources Information Center

    Shotsberger, Paul G.

    1999-01-01

    Reports on implementation of a World Wide Web site for teacher professional development. Presents results of pilot project involving four high school and middle school mathematics teachers. Highlights three specific ways in which teachers can benefit from Web: (1) consistent opportunities for reflection and sharing; (2) shortened cycle for…

  20. Constructions of Caring Professionalism: A Case Study of Teacher Educators

    ERIC Educational Resources Information Center

    Murray, Jean

    2006-01-01

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

  1. Undergraduate dental education in New Zealand: 2007-2009 final-year student feedback on clinical learning environments.

    PubMed

    Anderson, Vivienne R; Rich, Alison M; Seymour, Gregory J

    2011-09-01

    Dental education is a unique form of health professional education. This is because the clinical training component largely occurs within the dental school and involves students carrying out irreversible patient interventions early in their education. Perhaps not surprisingly, previous research indicates that dental education (and particularly the clinical component) is stressful for many students. In their responses to an annual clinical learning environment survey, final-year Bachelor of Dental Surgery (BDS) students at the University of Otago have suggested that teaching staff play a key role in mitigating or compounding stressors associated with students' clinical work. In 2007-2009 questionnaire responses, students identified the kinds of staff feedback which they found constructive or unhelpful while working in patient clinic settings, described their responses to feedback received, and identified ways in which students' clinical learning experiences might be improved. This paper outlines 2007-2009 University of Otago Faculty of Dentistry clinical learning environment survey findings, and relates these to the literature on effective teaching and clinical teaching. It then describes programmatic changes and research initiatives developed in response to student feedback. PMID:21957835

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

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

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

  3. 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…

  4. 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…

  5. Professional development and perceived needs of science teachers

    NASA Astrophysics Data System (ADS)

    Aubusson, Peter; Relich, Joe; Wotherspoon, Dan

    1991-12-01

    About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science teachers stated a preference for professional development related to modern trends in science education directly related to classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models of inservice. Data related to preferred mode of inservice indicated significant gender differences.

  6. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

    ERIC Educational Resources Information Center

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-01-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

  7. Inference-Based Teacher Professionalism: How Professional Practitioners in Religious Education Reflect in Action

    ERIC Educational Resources Information Center

    Heil, Stefan; Ziebertz, Hans-Georg

    2004-01-01

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

  8. 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…

  9. Professional Standards in Teacher Education: Tracing Discourses of Professionalism through the Analysis of Textbooks

    ERIC Educational Resources Information Center

    Tummons, Jonathan

    2014-01-01

    This article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the United Kingdom. Drawing on an analysis of different editions of three core textbooks for teacher education in the lifelong learning sector, which are positioned as acting as…

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

    ERIC Educational Resources Information Center

    Brooks, Caroline; DinanThompson, Maree

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wermke, Wieland

    2011-01-01

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

  12. 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…

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

    ERIC Educational Resources Information Center

    Sutherland, Louise; Howard, Sarah; Markauskaite, Lina

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Schepens, Annemie; Aelterman, Antonia; Vlerick, Peter

    2009-01-01

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

  15. 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…

  16. A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

    ERIC Educational Resources Information Center

    Tupou, Samuel F.

    2013-01-01

    This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…

  17. What Drives Teachers to Improve? The Role of Teacher Mindset in Professional Learning

    ERIC Educational Resources Information Center

    Gero, Greg Philip

    2013-01-01

    Teacher quality has received increasing focus over the past decade, yet, by some measures, teachers rarely improve after their first few years of teaching, and not all teachers seem driven to improve. Traditional models of professional learning have emphasized the processes that teachers take part in as a facilitator of their improvement. Research…

  18. 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…

  19. Quality Science Teacher Professional Development and Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2007-12-01

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

  20. 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…

  1. 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…

  2. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    NASA Astrophysics Data System (ADS)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  3. Teachers Helping Teachers: A Professional Development Model That Promotes Teacher Leadership

    ERIC Educational Resources Information Center

    Ghamrawi, Norma

    2013-01-01

    This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist…

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

    ERIC Educational Resources Information Center

    Iluz, Shira; Michalsky, Tova; Kramarski, Bracha

    2012-01-01

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

  5. 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…

  6. Teacher Collaboration in Professional Development: Building the Social Capital of Elementary Mathematics Teachers

    ERIC Educational Resources Information Center

    Johnson, Wesley

    2010-01-01

    Teacher professional development is essential to education reform. In this study, professional development was viewed as a method for increasing teachers' social capital - the resources that they can access through peer collaboration to support their ongoing learning. This study compared the social capital generated during two different types of…

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

    ERIC Educational Resources Information Center

    Fulton, Kathleen; Britton, Ted

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Ganda Nabi, Mahamadou

    2010-01-01

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

  9. CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

    ERIC Educational Resources Information Center

    Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh

    2016-01-01

    Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

  10. 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.…

  11. Teacher Professional Development as Knowledge Building: A Popperian Analysis

    ERIC Educational Resources Information Center

    Chitpin, Stephanie; Evers, Colin W.

    2005-01-01

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

  12. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    ERIC Educational Resources Information Center

    Peters, Erica

    2013-01-01

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

  13. Developing a Professional Learning Community among Preservice Teachers

    ERIC Educational Resources Information Center

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

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

    ERIC Educational Resources Information Center

    Whitworth, Jerry E.

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

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

    ERIC Educational Resources Information Center

    Aubusson, Peter; Schuck, Sandy; Burden, Kevin

    2009-01-01

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

  16. Rethinking Professional Development: Building a Culture of Teacher Learning

    ERIC Educational Resources Information Center

    Klein, Emily J.

    2007-01-01

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

  17. 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…

  18. 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…

  19. Teachers and ICT: Exploring a Metacognitive Approach to Professional Development

    ERIC Educational Resources Information Center

    Phelps, Renata; Graham, Anne; Kerr, Berenice

    2004-01-01

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

  20. Professional Development for Preschool Teachers: Evidence for Practice

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. Professional Experience as a Wicked Problem in Initial Teacher Education

    ERIC Educational Resources Information Center

    Southgate, Erica; Reynolds, Ruth; Howley, Peter

    2013-01-01

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

  2. 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…

  3. 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…

  4. Teachers Talking Together: The Power of Professional Community

    ERIC Educational Resources Information Center

    Nathan, Linda

    2008-01-01

    Schools that encourage teachers to do excellent work, as Boston Arts Academy (BAA) does, are "professional learning communities." A professional learning community exists when the entire faculty and staff, including the administration, work together towards a shared set of standards and assessments that are known to everyone, including the…

  5. Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers

    ERIC Educational Resources Information Center

    Atkinson, Terry S.; O'Connor, Katherine A.

    2007-01-01

    This article describes a study on the module-based online professional development project. The professional development model providing a basis for the Reading CEU (continuing education unit) Module Project involved four groups of stakeholders: master teacher instructors, module participants, module developers, and the university support team.…

  6. 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…

  7. A Teacher Professional Development Model for Teaching Socioscientific Issues

    ERIC Educational Resources Information Center

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  8. Scientists' Teaching Orientations in the Context of Teacher Professional Development

    ERIC Educational Resources Information Center

    Schuster, Dwight A.; Carlsen, William S.

    2009-01-01

    During the past decade science educators have taken steps to identify seminal structures and approaches of science teacher professional development. This literature, which is increasingly informing how and in which contexts professional developers design and implement programs, states that scientists' divergent research interests and knowledge…

  9. Perform or Else: The Performative Enhancement of Teacher Professionalism

    ERIC Educational Resources Information Center

    Liew, Warren Mark

    2012-01-01

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

  10. Teacher Perception on Coaching and Effective Professional Development Implementation

    ERIC Educational Resources Information Center

    Nunokawa, Kari M. L.

    2012-01-01

    The area of professional development, within the educational setting, is critical to on-going learning for teachers and ultimately, higher student achievement. The literature on professional development is vast; however, the empirical research on implementation of skills learned from the training to the classroom is lacking. This study looked at…

  11. The Teacher as a Professional in the Caribbean Today.

    ERIC Educational Resources Information Center

    World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

    The changing patterns of Caribbean society have affected and will continue to influence the concept of professionalism as it is applied to teaching. Teachers' organizations should promote the professional development of their members, as implied through acceptance of standards of personal conduct, competence on the job, and commitment to student…

  12. Teachers' Perceptions of the Effectiveness of Professional Development

    ERIC Educational Resources Information Center

    Sanders, Deborah

    2014-01-01

    Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

  13. 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)…

  14. Professional Satisfaction of Teachers from Kindergarten. Preliminary Study

    ERIC Educational Resources Information Center

    Anghelache, Valerica

    2014-01-01

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

  15. Professional Development as a Critical Component of Continuing Teacher Quality

    ERIC Educational Resources Information Center

    Phillips, Paulina

    2008-01-01

    Professional Development is critical for improving and maintaining teacher quality and the effect flows on into the classroom. Factors influencing the success of Professional Development activities include potential for workplace change, the diverse effect and understanding of adult learning principles, subject specificity, effective mentoring and…

  16. Supporting Novice Special Education Teachers through Quality Professional Development

    ERIC Educational Resources Information Center

    Tate, Mary E.

    2013-01-01

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

  17. Teachers' Professional Development in Schools: Rhetoric versus Reality

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  18. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    ERIC Educational Resources Information Center

    Zhao, Mingren

    2012-01-01

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

  19. Designing Teacher Professional Development for Mathematics Teaching with Variation Theory

    ERIC Educational Resources Information Center

    Ekawati, Rooselyna; Lin, Fou-Lai

    2014-01-01

    In this study, we aimed at demonstrating the power of Variation Theory in exploring the local situation of Indonesian teachers and Teacher Professional Development program. The projection of Variation theory regarding the enterprise of teaching results on the need of sensitivity of students and exemplary teaching strategy that differ with teachers…

  20. Teacher Collaboration and Student Learning in a Professional Learning Community

    ERIC Educational Resources Information Center

    Vaughan, Mary Elaine

    2013-01-01

    Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

  1. 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,…

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

    ERIC Educational Resources Information Center

    Bradbury, Alice

    2012-01-01

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

  3. 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…

  4. The Work, Perceptions and Professional Development of Teachers

    ERIC Educational Resources Information Center

    Silva, Ana Maria; Herdeiro, Rosalinda

    2014-01-01

    This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

  5. Organisational and Task Factors Influencing Teachers' Professional Development at Work

    ERIC Educational Resources Information Center

    Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

    2016-01-01

    Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

  6. Enhancing Teacher Performance: The Role of Professional Autonomy

    ERIC Educational Resources Information Center

    Hyslop-Margison, Emery J.; Sears, Alan M.

    2010-01-01

    Current teacher accountability initiatives such as those included in the "No Child Left Behind" legislation in the United States create particular difficulties that impact deleteriously on the performance of professional educators. The quality of public education is undermined when teachers are held accountable to an external authority rather than…

  7. Purpose, Practice and Theory: Teacher Educators' Beliefs about Professional Experience

    ERIC Educational Resources Information Center

    Morrison, Chad M.

    2016-01-01

    The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method…

  8. Effects of Teacher Professional Learning Activities on Student Achievement Growth

    ERIC Educational Resources Information Center

    Akiba, Motoko; Liang, Guodong

    2016-01-01

    The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…

  9. Professional Learning Environment and Human Caring Correlates of Teacher Efficacy.

    ERIC Educational Resources Information Center

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

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

  10. Early Education and Professional Choice: Brazilian Teachers' Views

    ERIC Educational Resources Information Center

    Galvão, Afonso; Brasil, Ive

    2014-01-01

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

  11. Teachers' Professional Knowledge Construction in Assessment for Learning

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan

    2010-01-01

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

  12. K-12 Teacher Participation in Online Professional Development

    ERIC Educational Resources Information Center

    McNamara, Catherine Louise

    2010-01-01

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

  13. 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…

  14. Professional Standards, Teacher Identities and an Ethics of Singularity

    ERIC Educational Resources Information Center

    Clarke, Matthew; Moore, Alex

    2013-01-01

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

  15. 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…

  16. Understanding Inservice Science Teachers' Needs for Professional Development

    ERIC Educational Resources Information Center

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

    2015-01-01

    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'…

  17. Learning Leverage: Designing Meaningful Professional Development for "All" Teachers

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2008-01-01

    The leverage of National Board candidacy provides a unique opportunity for substantial teacher learning in a way that many professional development experiences do not. The key is learning leverage--an appropriate balance of rigor, reward, and risk. Learning leverage occurs naturally among teachers who choose to pursue National Board certification,…

  18. 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…

  19. Teachers' Professional Learning: The Role of Knowledge Management Practices

    ERIC Educational Resources Information Center

    Niehoff, Karissa

    2010-01-01

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

  20. 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…

  1. Challenges of Teacher Collaboration within a Professional Learning Community

    ERIC Educational Resources Information Center

    Seisay, Benson M.

    2013-01-01

    The professional learning community (PLC) is a powerful tool in education, one that is intended to reform failing schools and improve student achievement. This research gathered data to determine teacher perceptions about challenges of teacher collaboration within a PLC school. The key conceptual framework for this case study originated from work…

  2. 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…

  3. Knowledge Sharing and Creation in a Teachers' Professional Virtual Community

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  4. Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development

    ERIC Educational Resources Information Center

    Vogel, Amber; Muth, Christine

    2005-01-01

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

  5. 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…

  6. Use of Graphic Organizers in a Language Teachers' Professional Development

    ERIC Educational Resources Information Center

    Chien, Chin-Wen

    2012-01-01

    Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as…

  7. Te Kotahitanga: Culturally Responsive Professional Development for Teachers

    ERIC Educational Resources Information Center

    Bishop, Russell; Berryman, Mere

    2010-01-01

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

  8. 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…

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

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

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

  10. 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…

  11. Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

    ERIC Educational Resources Information Center

    Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings

    2015-01-01

    Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al.…

  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. Caricature and Hyperbole in Preservice Teacher Professional Development for Diversity

    ERIC Educational Resources Information Center

    Pollock, Mica; Bocala, Candice; Deckman, Sherry L.; Dickstein-Staub, Shari

    2016-01-01

    Professional development (PD) "for diversity" aims to prepare teachers to support students from varying backgrounds to succeed, often in under-resourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist "diversity" inquiry as extra to teaching, saying they cannot "do it…

  14. Uncovering the Professional Lives of Suburban Teachers of Color

    ERIC Educational Resources Information Center

    Lee, Vera J.

    2012-01-01

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

  15. The Professional Educator: The Case for a Teacher Like Me

    ERIC Educational Resources Information Center

    Preston, Harry F., V

    2016-01-01

    Professional educators--in the classroom, library, counseling center, or anywhere in between--share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this article, a teacher of color in Baltimore discusses his career trajectory, and explains why teacher diversity…

  16. Exploring the Drivers of Teacher Professionalism in Ghana

    ERIC Educational Resources Information Center

    Salifu, Inusah

    2015-01-01

    This research aimed to explore the working conditions teachers in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with teacher participants drawn from the Ashanti Region purposively selected. The research…

  17. 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…

  18. Workload and the Professional Culture of Teachers.

    ERIC Educational Resources Information Center

    Timperley, Helen; Robinson, Viviane

    2000-01-01

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

  19. Teacher Candidate Dispositions: Perspectives of Professional Expectations

    ERIC Educational Resources Information Center

    Wake, Donna; Bunn, Gary

    2016-01-01

    This study describes a programmatic effort to examine dispositions perceptions of teacher candidates entering the profession. Study participants included 114 master's level teaching candidates in their first semester of a nontraditional teacher education program. Teacher candidates scored themselves on a department disposition rubric designed to…

  20. North Dakota Department of Public Instruction 2007-2009 Biennial Report

    ERIC Educational Resources Information Center

    North Dakota Department of Public Instruction, 2009

    2009-01-01

    The Biennial Report presents a summary of programs and services provided by the North Dakota Department of Public Instruction for 2007-2009. The State Superintendent notes that while North Dakota's education system is good, slippage in test scores is occurring, cracks in the education system are developing and some students are falling through…

  1. NAEP Fourth-, Eighth-, and Twelfth-Grade Reading Scores by Gender: 2005, 2007, 2009, 2011, 2013

    ERIC Educational Resources Information Center

    Klecker, Beverly M.

    2014-01-01

    This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain…

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

    NASA Astrophysics Data System (ADS)

    Hathcock, Stephanie J.

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

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

    ERIC Educational Resources Information Center

    Goepel, Janet

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Connelly, Graham; McMahon, Margery

    2007-01-01

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

  5. 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…

  6. Teacher Educators' Professional Development: Towards a Typology of Teacher Educators' Researcherly Disposition

    ERIC Educational Resources Information Center

    Tack, Hanne; Vanderlinde, Ruben

    2014-01-01

    Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a…

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

    ERIC Educational Resources Information Center

    Hezel Associates (NJ1), 2007

    2007-01-01

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

  8. 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…

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

    ERIC Educational Resources Information Center

    Feng, Yan

    2012-01-01

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

  10. The Teacher Training Agency, Continuing Professional Development Policy and the Definition of Competences for Serving Teachers.

    ERIC Educational Resources Information Center

    Graham, Jim

    1996-01-01

    Questions how England's Secretary of State for Education uses the Teacher Training Agency (TTA) to define and control inservice teacher competency requirements, suggesting that this leads to teacher deprofessionalization. Recommends identifying threats to professional autonomy and preventing the TTA from moving to the next phase of regulation. (SM)

  11. Academic Libraries and Teacher Education Reform: The Education of the Professional Teacher.

    ERIC Educational Resources Information Center

    Carr, Jo Ann; Zeichner, Kenneth

    The reform of teacher education as envisioned by the Carnegie Task Force, Holmes Group, and National Commission reports in their recommendations for the creation of the professional teacher will change the characteristics of those involved in teaching. Academic libraries serving teacher education programs will most strongly feel the effects of the…

  12. Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers

    ERIC Educational Resources Information Center

    Hauck, Nancy

    2012-01-01

    The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.…

  13. 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…

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

    ERIC Educational Resources Information Center

    Macdonald, Doune; Mitchell, Jane; Mayer, Diane

    2006-01-01

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

  15. (Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

    ERIC Educational Resources Information Center

    Han, Insuk

    2016-01-01

    This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

  16. Collaborative Professional Development: An Examination of Changes in Teacher Identity through the Professional Learning Community Model

    ERIC Educational Resources Information Center

    Prytula, Michelle; Weiman, Kari

    2012-01-01

    The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study…

  17. Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development

    ERIC Educational Resources Information Center

    Özdemir, Soner Mehmet

    2013-01-01

    The purpose of this study was to examine the activities of professional development that Turkish elementary and secondary teachers experienced individually in the previous two years. Survey method was used and data were collected through an instrument developed by researcher. Sample consisted of 507 elementary and secondary teachers employed in 12…

  18. Knowledge, Identity, & Professionalism: A Grounded Theory Analysis of How Urban Career Teachers Navigate Their Professional Lives

    ERIC Educational Resources Information Center

    Brodeur, Lori J.

    2013-01-01

    This grounded theory study highlights the words of urban career teachers who participated on a wikispace (wiki). The purpose of the investigation was to offer urban career teachers a space, outside of their daily work, in which to recognize and understand their professionalism. The grounded theory content analysis is carried out by way of a study…

  19. Responsibilities of Teacher Education for Vocational Teacher Professional Development Programs.

    ERIC Educational Resources Information Center

    Anderson, Trudy J.; And Others

    1992-01-01

    Six groups surveyed in Idaho (13 state department staff, 18 vocational teacher educators, 132 secondary principals, 42 deans, and 532 secondary and 204 postsecondary vocational teachers) perceived vocational teacher education (VTE) as having more responsibility for coordination and delivery than funding. Postsecondary respondents were the most…

  20. 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…

  1. Professional Learning Communities & Teacher-Directed Professional Development

    ERIC Educational Resources Information Center

    Zeppieri, Roseanne

    2008-01-01

    In an online interview, Giselle Martin-Kniep defines a "Professional Learning Community" (PLC) as "a forum for continually improving learning," "an organizational lifestyle change" through which all stakeholders hone their skills to promote student achievement. Participants in a PLC become "critical friends" who advise, support, and "cheer on" one…

  2. Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of a Project for the Professional Development of Teacher Educators

    ERIC Educational Resources Information Center

    Koster, Bob; Dengerink, Jurrien; Korthagen, Fred; Lunenberg, Mieke

    2008-01-01

    This article reports on the professional development of teacher educators within the context of a national project, "Professional Quality of Teacher Educators," where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique…

  3. Professional Teacher Learning in Virtual Environments

    ERIC Educational Resources Information Center

    Pachler, Norbert; Daly, Caroline

    2006-01-01

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

  4. Positional Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

    Moore, Felicia M.

    2008-01-01

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

  5. 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…

  6. Teacher Mentoring as Professional Development. ERIC Digest.

    ERIC Educational Resources Information Center

    Huling, Leslie; Resta, Virginia

    Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the…

  7. The Student Teacher and Professional Values.

    ERIC Educational Resources Information Center

    Heddendorf, Russell Howard

    With the loss of the original religious foundation of education and its increasing secularization, there has been a shift in definition of the teacher's role. In attempting to prepare persons for assuming the responsibilities of this role, education has relied on teacher training programs as external elements of control instead of the earlier…

  8. Towards Professionalism: Ethical Perspectives of Israeli Teachers

    ERIC Educational Resources Information Center

    Shapira-Lishchinsky, Orly

    2009-01-01

    This study attempted to gain a better understanding of teachers' perceptions about their ethical dilemmas and roles. Qualitative data were collected by interviewing 32 teachers in seven schools. Interviewees were asked to provide detailed descriptions of ethical dilemmas they had encountered. The coding process focused on critical incidents…

  9. Diving Into the Ocean Sciences: Professional Development Opportunities for Teachers

    NASA Astrophysics Data System (ADS)

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

    2004-12-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  11. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual Versus Face-to-Face Professional Development

    NASA Astrophysics Data System (ADS)

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-06-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed.

  12. The Emergence of Teacher Leaders through Professional Development.

    ERIC Educational Resources Information Center

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

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

  13. 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

  14. 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…

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

    ERIC Educational Resources Information Center

    Shawer, Saad

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Hauck, Nancy

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

  17. Using Facet Clusters to Guide Teacher Professional Development

    NASA Astrophysics Data System (ADS)

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

    2006-12-01

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

  18. Teaching, Teacher Formation, and Specialised Professional Practice

    ERIC Educational Resources Information Center

    Hordern, Jim

    2015-01-01

    This paper starts by exploring the relevance of Bernstein's work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise,…

  19. The Professional Scholar as Teacher: A Conception.

    ERIC Educational Resources Information Center

    Lindsey, Margaret

    This account of professional concerns and arguments dating from the time when normal schools were first established and nurtured makes the following points: (a) conditions in which schools operated and teaching took place were then comparatively simple; (b) given these simplistic conditions and the extremely limited knowledge available both about…

  20. Sustaining Professional Learning Communities through Teacher Leadership

    ERIC Educational Resources Information Center

    Jennings, Karen

    2013-01-01

    Professional learning communities (PLCs), with their attributes of shared values, high expectations, and collaboration, have the potential to change school culture. The 4 elementary schools in this study have been unable to sustain ongoing, effective teamwork, resulting in a failure to attain adequate progress, and in 2 schools, in the placement…

  1. 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…

  2. Teaching in Ethnically Diverse Schools: Teachers' Professionalism

    ERIC Educational Resources Information Center

    Leeman, Yvonne

    2006-01-01

    This article reports on research on secondary-school teachers and dilemmas they encounter in their work in multi-ethnic schools in the Netherlands. The results of a recent study based on interviews are compared with a survey conducted in 1996. This showed that in a changing societal context, that can be characterized by mounting selection and…

  3. Differentiated Instruction, Professional Development, and Teacher Efficacy

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  4. Professionalization of Catholic High School Religion Teachers.

    ERIC Educational Resources Information Center

    Cook, Timothy J.; Hudson, William J.

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

  5. 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…

  6. 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…

  7. High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning

    ERIC Educational Resources Information Center

    DeMonte, Jenny

    2013-01-01

    Professional development in education has gotten a bad reputation, and for good reason. Everyone on all sides of the education reform and improvement debate agrees that what most teachers receive as professional opportunities to learn are thin, sporadic, and of little use when it comes to improving teaching. This paper is the first of a periodic…

  8. A Teacher Proposed Heuristic for ICT Professional Teacher Development and Implementation in the South African Context

    ERIC Educational Resources Information Center

    du Plessis, Andre; Webb, Paul

    2012-01-01

    This qualitative interpretive exploratory case study investigated a sample of South African teachers' perceptions of the requirements for successful implementation of Information and Communication Technology (ICT) Professional Teacher Development (PTD) within disadvantaged South African township schools in the Port Elizabeth district in South…

  9. Examining Teacher, School, and Program Moderators in the Context of Teacher Professional Development Studies

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Jones, Nathan; Liu, Shuangshuang; Kisa, Zahid

    2014-01-01

    A variety of factors have converged in the last decade to focus attention on the need for more rigorous designs of professional development (PD). Teacher development is increasingly viewed as one of the primary levers for improving teaching quality and ultimately student achievement. The authors present data from the Teacher Knowledge Assessment…

  10. Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community

    ERIC Educational Resources Information Center

    Sjoer, Ellen; Meirink, Jacobiene

    2016-01-01

    In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

  11. 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…

  12. Teacher and Policy Alignment: A Phenomenological Study Highlighting Title I High School Teachers' Professional Development Experiences

    ERIC Educational Resources Information Center

    Adams, LaNysha T.

    2014-01-01

    In education, professional development (PD) is the continuing education of teachers and administrators. Many studies have described PD as a conventional, top-down type of training that teachers experience in schools. Commonly known as the "institutional model," this type of PD is isolated from classroom practice and occurs as mandatory…

  13. An Exploration of Teachers' Perceptions Regarding the Professional Needs of English Immersion Teachers in Korea

    ERIC Educational Resources Information Center

    Park, Eun Young

    2013-01-01

    This study attempts to identify the specific professional needs of pre-service English immersion teachers in Korea in order to establish key components of English immersion teacher preparation programs. As an alternative approach of English language education, immersion instruction has been employed by a number of private and public schools in…

  14. Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

    ERIC Educational Resources Information Center

    König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

    2016-01-01

    Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

  15. Factors Affecting Teachers' Participation in Continuing Professional Development (CPD): From Hong Kong Primary School Teachers' Perspectives

    ERIC Educational Resources Information Center

    Wan, Sally Wai-Yan.; Lam, Patrick Hak-Chung

    2010-01-01

    This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The study applies a multiple approach with mixed research methods, including using a self-developed survey questionnaire on the basis of the CPD…

  16. Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

    ERIC Educational Resources Information Center

    Osmond-Johnson, Pamela

    2015-01-01

    This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

  17. 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…

  18. 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…

  19. The Tale of Two Virtual Teacher Professional Development Modules

    ERIC Educational Resources Information Center

    Keown, Paul

    2009-01-01

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

  20. Teacher Preparation Goes Accountable: The Professional Education Database.

    ERIC Educational Resources Information Center

    Seider, Susan N.; Nemr, Georgette

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

  1. 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…

  2. Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

    ERIC Educational Resources Information Center

    Fuchs, Carolin

    2006-01-01

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

  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. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study

    ERIC Educational Resources Information Center

    Reichert, Emily C.

    2010-01-01

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

  5. Learning Journeys: Student Teacher Stories of Professional Formation

    ERIC Educational Resources Information Center

    Tedder, Michael; Lawy, Robert

    2013-01-01

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

  6. 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…

  7. 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…

  8. Impact of Professional Development on Teacher Practice: Uncovering Connections

    ERIC Educational Resources Information Center

    Buczynski, Sandy; Hansen, C. Bobbi

    2010-01-01

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

  9. 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)

  10. Teachers' Perceptions of the Relevance and Usefulness of Professional Development

    ERIC Educational Resources Information Center

    Shoemaker, Susan F.

    2013-01-01

    The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to…

  11. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  12. Pedagogical System of Future Teachers' Professional Thinking Culture Formation

    ERIC Educational Resources Information Center

    Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

    2016-01-01

    Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

  13. Collaborative Online Professional Development for Teachers in Higher Education

    ERIC Educational Resources Information Center

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  15. The Professional Identity of English Teachers in the Secondary School

    ERIC Educational Resources Information Center

    Findlay, Kate

    2010-01-01

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

  16. 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"…

  17. Supporting Teachers Personally and Professionally in Challenging Environments

    ERIC Educational Resources Information Center

    McNiff, Jean

    2010-01-01

    In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  19. Serving PE Teachers' Professional Learning Experiences in Social Circus

    ERIC Educational Resources Information Center

    Li, Chung

    2010-01-01

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

  20. Telecommunications: A Strategy for Teacher Preparation and Professional Development.

    ERIC Educational Resources Information Center

    Johnson, Harold A.

    1995-01-01

    This study examined the use of telecommunication networks as a mechanism for professional development, and found that most teachers of children who are deaf/hard-of-hearing are not prepared to use this technology. Training needs are addressed, and an Internet-based telecommunications network that is currently being developed is outlined.…

  1. 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…

  2. Elementary Teachers' Perceptions of Professional Learning Communities

    ERIC Educational Resources Information Center

    Gamez, Octavio

    2012-01-01

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

  3. Putting Writing Research into Practice: Applications for Teacher Professional Development

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  4. Professional Development School Partnerships: An Instrument for Teacher Leadership

    ERIC Educational Resources Information Center

    Carpenter, Brittany D.; Sherretz, Christine E.

    2012-01-01

    Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional…

  5. Second-Stage Music Teachers' Professional Identities

    ERIC Educational Resources Information Center

    Draves, Tami J.

    2013-01-01

    The purpose of this case study research was to explore the professional identities of second-stage music teachers, or those in years 4-10 of teaching, focusing primarily on how their identities were sustained or neglected. Participants were two second stage music educators teaching in middle school (grades 6-8) music classrooms and taught…

  6. Teachers' Evaluation of Professional Development in Support of National Reforms

    ERIC Educational Resources Information Center

    Gökmenoglu, Tuba; Clark, Christopher M.

    2015-01-01

    As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. Ten years into a period of intensive national reform,…

  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. Motivation, Professional Development, and the Experienced Music Teacher

    ERIC Educational Resources Information Center

    Angeline, Vincent R.

    2014-01-01

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

  9. Characteristics of Effective Professional Development for Early Career Science Teachers

    ERIC Educational Resources Information Center

    Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani

    2011-01-01

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

  10. 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,…

  11. Teacher Professional Development in Laredo, TX

    NASA Astrophysics Data System (ADS)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

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

    NASA Astrophysics Data System (ADS)

    Higgins, Tara E.; Spitulnik, Michele W.

    2008-10-01

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

  13. 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…

  14. 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…

  15. 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'…

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

    ERIC Educational Resources Information Center

    Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

    2011-01-01

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

  17. Design of Online Teacher Professional Development in a Statewide Reading First Professional Development System

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Jarosewich, Tania; Lenhart, Lisa; Collins, Linda

    2007-01-01

    This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the "how people learn" framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the…

  18. Translations of Policy and Shifting Demands of Teacher Professionalism: From CPD to Professional Learning

    ERIC Educational Resources Information Center

    Watson, Cate; Michael, Maureen K.

    2016-01-01

    This article concerns policy implementation and examines the processes of translation through which policy may be enacted at local level. In particular, it focuses on education policy and constructions of teacher professionalism, drawing on a framework of critical logics--social, political and fantasmatic--which examine different dimensions of…

  19. Enhancing the Development of Pre-Service Teacher Professional Identity via an Online Classroom Simulation

    ERIC Educational Resources Information Center

    Carrington, Lisa; Kervin, Lisa; Ferry, Brian

    2011-01-01

    The development of a professional identity plays an important part in pre-service teacher education. However, very little is explicitly taught about how one can develop a teacher professional identity via pre-service teacher education (Allen, 2005:1). Rather, as a pre service teacher progresses through their degree, they are expected to develop…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Fielder, Amy

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2003-01-01

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

  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. The Impact of Disrupted and Disjointed Early Professional Development on Beginning Teachers

    ERIC Educational Resources Information Center

    Fenwick, Ashley; Weir, Douglas

    2010-01-01

    This longitudinal study is set in the national and international contexts of early professional development, teacher careers, and teacher retention. It provides qualitative insights into key factors shaping beginning teachers' early professional learning (EPL) journeys and considers the impact of policy initiatives on new teachers in Scotland.…

  5. Journeys toward Becoming a Teacher: Charting the Course of Professional Development

    ERIC Educational Resources Information Center

    Jarvis-Selinger, Sandra; Pratt, Dan D.; Collins, John B.

    2010-01-01

    Teacher education programs challenge students' beliefs about teaching and learning in hope of creating a pedagogical awareness that will inform teaching practices and guide the professional transformation from student to teacher. The process of becoming a teacher is referred to variously as teacher development, professional growth and development,…

  6. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    ERIC Educational Resources Information Center

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  7. 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…

  8. Teacher Experience, Learning, and Change: An Investigation of the Effects of Long-Term Professional Development

    ERIC Educational Resources Information Center

    Coffino, Kara Lee

    2012-01-01

    As US public schools become increasingly diverse and teachers are expected to teach across cultural differences, teacher educators must consider how different professional development models shape teacher learning and practice. This study explores how a cohort of 55 P-12 teachers experienced and perceived long-term professional development focused…

  9. Emerging Considerations for Professional Development Institutes for Science Teachers

    NASA Astrophysics Data System (ADS)

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

    2004-04-01

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

  10. 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…

  11. Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher

    ERIC Educational Resources Information Center

    Ho, Kai Fai; Tan, Preston

    2013-01-01

    The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme,…

  12. 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…

  13. 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…

  14. The Next Educational Wave (NEW) Teachers' Collaborative: A Study of Inquiry-Oriented Professional Development for Beginning Teachers

    ERIC Educational Resources Information Center

    Clark, Linda Colleen

    2009-01-01

    This study examines one professional development program, The Next Educational Wave ("NEW") Teachers' Collaborative, and its effect on a self-selected group of five first-year teachers. Unlike standard induction programs based on traditional professional development models, the "NEW" program assumes that beginning teachers, like more established…

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

    NASA Astrophysics Data System (ADS)

    Watters, James J.; Diezmann, Carmel M.

    2015-03-01

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

  16. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Bertram, K. B.

    2011-12-01

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

  17. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    ERIC Educational Resources Information Center

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  18. Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa

    ERIC Educational Resources Information Center

    Kempen, M.; Steyn, G. M.

    2016-01-01

    A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school…

  19. 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.

  20. 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.

  1. 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.

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

    ERIC Educational Resources Information Center

    Farrell, Thomas S. C.

    2011-01-01

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

  3. Understanding Teacher Candidates' Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs

    ERIC Educational Resources Information Center

    Parker, Audra; Bush, Amanda; Yendol-Hoppey, Diane

    2016-01-01

    Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates' engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the…

  4. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    NASA Astrophysics Data System (ADS)

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

  5. 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…

  6. 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,…

  7. Supporting Teacher Professional Development through Online Video Case Study Discussions: An Assemblage of Preservice and Inservice Teachers and the Case Teacher

    ERIC Educational Resources Information Center

    Koc, Yusuf; Peker, Deniz; Osmanoglu, Aslihan

    2009-01-01

    The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video…

  8. 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…

  9. 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.…

  10. Enabling/Disabling English Teachers' Identities as Innovative Professionals

    ERIC Educational Resources Information Center

    Kempe, Elspeth; Reed, Yvonne

    2014-01-01

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

  11. 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…

  12. The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2016-01-01

    The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

  13. A Study of the Professional Preparation of English Teachers in Certain Alabama Secondary Schools.

    ERIC Educational Resources Information Center

    Hill, James David

    The purpose of this research was to determine the professional training needed by English teachers in the service area of Livingston University (Alabama) in order to develop guidelines for a program of professional improvement. It focused on three interrelated dimensions of the professional development of English teachers: (1) initial or…

  14. Tensions in Beginning Teachers' Professional Identity Development, Accompanying Feelings and Coping Strategies

    ERIC Educational Resources Information Center

    Pillen, Marieke; Beijaard, Douwe; Brok, Perry den

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Hadar, Linor; Brody, David

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Moreland, Amy Laphelia

    2011-01-01

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

  17. Computer-Mediated Collaborative Projects as Professional Development Opportunities for Teachers

    ERIC Educational Resources Information Center

    Shaughnessy, Julie; Purves, Ross; Jackson, Anita

    2008-01-01

    New technologies now offer teachers alternative models of collaboration with schools overseas, but how effective are they as professional development opportunities? The experiences of 18 specialist primary and secondary teachers in the Teachers' International Professional Development Programme who visited schools in the USA were investigated as…

  18. 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",…

  19. Personalized Workplace Learning: An Exploratory Study on Digital Badging within a Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Gamrat, Christopher; Zimmerman, Heather Toomey; Dudek, Jaclyn; Peck, Kyle

    2014-01-01

    To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to…

  20. 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…

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

    ERIC Educational Resources Information Center

    Kassner, Laura

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Blackley, Josephine; Wells, Muriel

    2009-01-01

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

  3. 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)

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

    ERIC Educational Resources Information Center

    Zhu, Hong

    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…

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

    ERIC Educational Resources Information Center

    Dixson, Adrienne D.; Dingus, Jeannine E.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  8. 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…

  9. A Design for Professional Development of Teachers--Need for New Policy Framework

    ERIC Educational Resources Information Center

    Vasumathi, T.

    2010-01-01

    Teachers' professional development is not exclusively concerned with supporting teaching and knowledge. Support is required for teachers to reflect on their existing practice and adapt new knowledge and beliefs to their own teaching milieu. Therefore, design policies that support teachers are very vital for professional development. Knowledge on…

  10. Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

    ERIC Educational Resources Information Center

    Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

    2013-01-01

    Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

  11. 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…

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

    ERIC Educational Resources Information Center

    Pellegrino, Kristen

    2011-01-01

    Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being,…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Factors Related to Professional Development of English Language University Teachers in Thailand

    ERIC Educational Resources Information Center

    Wichadee, Saovapa

    2012-01-01

    Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers' professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers' professional…

  16. Uncovering a Connection between the Teachers' Professional Development Program and Students' Learning

    ERIC Educational Resources Information Center

    Lin, Su-ching; Cheng, Wen-wen; Wu, Ming-sui

    2015-01-01

    Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching…

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

    ERIC Educational Resources Information Center

    Ushie, Beshel Cee

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Padwad, Amol; Dixit, Krishna K.

    2008-01-01

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

  19. Teacher Supply and Demand in the 1990's and Professional Education of Teachers.

    ERIC Educational Resources Information Center

    Sherberg, Esther

    As part of the final report by the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, a discussion of the numbers available to predict teacher supply and projected student enrollment is presented with an examination of Arizona's professional education programs and how they are meeting the needs. A discussion of…

  20. 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…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Dang, Thi Kim Anh

    2013-01-01

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

  4. 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…

  5. Tapping Teachers' Reading Expertise: Generative Professional Development with Middle and High School Content-Area Teachers.

    ERIC Educational Resources Information Center

    Schoenbach, Ruth; Greenleaf, Cynthia

    For the past five years, colleagues in the Strategic Literacy Initiative at WestEd have been designing and implementing a professional development program focused on enabling teachers to build their understanding of the complexities of reading. In developing this program, centered around what they call a "Reading Apprenticeship" framework, the…

  6. Who Is the "Professional" in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings

    ERIC Educational Resources Information Center

    Servage, Laura

    2009-01-01

    This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K 12 trade publications focusing on PLCs were analyzed against four different theoretical models of professionalism. Each model encourages and legitimates a different understanding of the…

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

    NASA Astrophysics Data System (ADS)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

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

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

    NASA Astrophysics Data System (ADS)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  9. Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice through Professional Development?

    ERIC Educational Resources Information Center

    Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan

    2013-01-01

    The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer…

  10. 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…

  11. Beginning High School Teachers' Perceptions of Involvement in Professional Learning Communities and Its Impact on Teacher Retention

    ERIC Educational Resources Information Center

    Lovett, Helen Tomlinson

    2013-01-01

    The purpose of this study was to examine beginning high school teachers' perceptions of involvement in Professional Learning Communities in southeastern North Carolina and to determine whether beginning teachers' perceptions of involvement in Professional Learning Communities influenced their decisions to move to another location, stay in…

  12. How can video supported reflection enhance teachers' professional development?

    NASA Astrophysics Data System (ADS)

    McCullagh, John F.

    2012-03-01

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

  13. Factors connected with professional satisfaction and dissatisfaction among nutrition teacher.

    PubMed

    Cardoso, Cleia Graziele Lima do Valle; Costa, Nilce Maria da Silva Campos

    2016-08-01

    Teacher satisfaction can be reflected in the success of higher education institutions to provide meaningful learning to their students. This study analyzed the professional satisfaction of nutrition teachers at a federal institution of higher education by identifying the factors that generated satisfaction and dissatisfaction for them and also the feelings that they envisioned for themselves at the end of their careers. This is a descriptive and exploratory study with a qualitative approach. A questionnaire and semi-structured interviews were performed. The results showed that 72.7% of the teachers were satisfied with their profession. In relation to satisfaction were considered: the fulfillment of a vocation; research and extension activities; the development and recognition of students and society; learning; autonomy; flexibility; and relationships with students. In relation to dissatisfaction were considered: overloading due to work, administration, bureaucratic duties and assistance; lack of interest and respect from students; relationships with colleagues and managers; devaluation in the role of teaching; large classes and poor physical infrastructure. The respondents expressed a positive attitude and had no desire to leave their profession. Further studies are required regarding factors leading to satisfaction and dissatisfaction for teachers, in order to contribute to their productivity and well-being. PMID:27557009

  14. Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Li, Yi

    2016-01-01

    This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

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

    ERIC Educational Resources Information Center

    Lawson, Doris P.

    1997-01-01

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

  16. 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…

  17. Exploring Elementary School Teachers' Perceptions of Professional Development: The Turkish Case.

    ERIC Educational Resources Information Center

    Seferoglu, Suleyman Sadi

    This paper reports on a study of teacher development practices in Turkey, exploring teachers' perceptions of professional development opportunities in the Turkish elementary school, and the extent to which elementary school teachers believe that these opportunities have helped them improve their instructional practices. Of the 500 teachers from 52…

  18. 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…

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

    ERIC Educational Resources Information Center

    Freppon, Penny A.

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

  20. Teaching Emerging Teacher-Researchers: Examining a District-Based Professional Development Course

    ERIC Educational Resources Information Center

    Martell, Christopher C.

    2016-01-01

    Using critical constructivism as the theoretical lens, the teacher educator-researcher used practitioner 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, as…

  1. Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

    ERIC Educational Resources Information Center

    Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

    2008-01-01

    High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  3. 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…

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

    ERIC Educational Resources Information Center

    Tuytens, Melissa; Devos, Geert

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2012-01-01

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

  6. 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…

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

    PubMed Central

    Kraft, Matthew A.; Papay, John P.

    2014-01-01

    Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

  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. 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…

  10. The Standard for Chartered Teacher in Scotland: A New Context for the Assessment and Professional Development of Teachers

    ERIC Educational Resources Information Center

    Christie, Donald

    2006-01-01

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

  11. Teachers' Experiences of Autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong

    ERIC Educational Resources Information Center

    Hargreaves, Eleanore; Berry, Rita; Lai, Y. C.; Leung, Pamela; Scott, David; Stobart, Gordon

    2013-01-01

    This paper examines teachers' experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined…

  12. Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership

    ERIC Educational Resources Information Center

    Yow, Jan A.; Lotter, Christine

    2016-01-01

    This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…

  13. 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…

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

    NASA Astrophysics Data System (ADS)

    Patahuddin, Sitti Maesuri

    2013-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Lustick, David Scott

    This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

  16. 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…

  17. A Study of Professional Attitudes of Teachers in Three Public School Systems in Tennessee Before and After Professional Negotiation.

    ERIC Educational Resources Information Center

    Fields, Joseph C.; Reddick, Thomas L.

    This study compares teacher attitudes in the Cumberland County and Putnam County, Tennessee, public school systems before and after professional negotiations. The researchers attempted to gauge teachers' feelings about job satisfaction, interpersonal trust, organizational commitment, and career satisfaction. A 16-item questionnaire was…

  18. "Being In" and "Feeling Seen" in Professional Development as New Teachers: The Ontological Layer(ing) of Professional Development Practice

    ERIC Educational Resources Information Center

    Bills, Andrew M.; Giles, David; Rogers, Bev

    2016-01-01

    Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call "performativities" in this paper. While this intent is invariably played out in individualised performance…

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

    ERIC Educational Resources Information Center

    Lin, Zheng

    2013-01-01

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

  20. Asthma, Depression, and Suicidality: Results from the 2007, 2009, and 2011 Youth Risk Behavior Surveys.

    PubMed

    Steinberg, Leah; Aldea, Ivanjo; Messias, Erick

    2015-09-01

    We assessed the association between asthma and suicidality in a nationally representative sample of US high school students. Data came from the 2007, 2009, and 2011 Youth Risk Behavioral Surveys. Weighted prevalence estimates and adjusted odds ratios were calculated. Subjects with asthma are more likely to report 2-week sadness (35.2%) compared to those without asthma (26.7%). Teens with asthma are also more likely to report suicide ideation (20.1% vs. 15%), planning (15.7% vs. 12.1%), attempt (10.1% vs. 6.9%), and treatment for attempt (3.5% vs. 2%). Although the unadjusted association between lifetime asthma and suicide attempts is statistically significant (crude odds ratio 1.5 (95% CI 1.3-1.8)), after controlling for confounders, that association is no longer statistically significant (AOR 1.2 (1-1.6)). Thus, this increase in suicidality seems to be due to the increased prevalence of sadness among teens with asthma. Similar patterns were seen in the 2007 and 2009 surveys. PMID:26252825

  1. Asthma, Depression, and Suicidality: Results from the 2007, 2009, and 2011 Youth Risk Behavior Surveys.

    PubMed

    Steinberg, Leah; Aldea, Ivanjo; Messias, Erick

    2015-09-01

    We assessed the association between asthma and suicidality in a nationally representative sample of US high school students. Data came from the 2007, 2009, and 2011 Youth Risk Behavioral Surveys. Weighted prevalence estimates and adjusted odds ratios were calculated. Subjects with asthma are more likely to report 2-week sadness (35.2%) compared to those without asthma (26.7%). Teens with asthma are also more likely to report suicide ideation (20.1% vs. 15%), planning (15.7% vs. 12.1%), attempt (10.1% vs. 6.9%), and treatment for attempt (3.5% vs. 2%). Although the unadjusted association between lifetime asthma and suicide attempts is statistically significant (crude odds ratio 1.5 (95% CI 1.3-1.8)), after controlling for confounders, that association is no longer statistically significant (AOR 1.2 (1-1.6)). Thus, this increase in suicidality seems to be due to the increased prevalence of sadness among teens with asthma. Similar patterns were seen in the 2007 and 2009 surveys.

  2. Contribution dynamics in defined contribution pension plans during the great recession of 2007-2009.

    PubMed

    Dushi, Irena; Iams, Howard M; Tamborini, Christopher R

    2013-01-01

    We investigate changes in workers' participation and contributions to defined contribution (DC) plans during the Great Recession of 2007-2009. Using longitudinal information from W-2 tax records matched to a nationally representative sample of respondents from the Survey ofl Income and Program Participation, we find that the recent economic downturn had a considerable impact on workers' participation and contributions to DC plans. Thirty-nine percent of 2007 participants decreased contributions to DC plans by more than 10 percent during the Great Recession. Our findings highlight the interrelationship between the dynamics in DC contributions and earnings changes. Participants experiencing a decrease in earnings of more than 10 percent were not only more likely to stop contributing by 2009 than those with stable earnings (30 percent versus 9 percent), but they also decreased their contributions substantially (-$1,839 versus -$129). The proportion of workers who decreased or stopped contributions during the crisis exceeded the proportion observed prior to it (2005-2007). PMID:23914623

  3. Pattern of homicidal deaths autopsied at Penang Hospital, Malaysia, 2007-2009: a preliminary study.

    PubMed

    Bhupinder, S; Kumara, T K; Syed, A M

    2010-12-01

    This article describes the homicide pattern in Penang Island, Malaysia over a three-year period (2007-2009). 65 homicide autopsies were performed at the Department of Forensic Medicine, Penang Hospital over the study period. The homicide rates ranged from 0.01 to 0.09/1000 population, the highest being in the Indian ethnic group. The majority (37%) of victims were in the 20-39 years age group. The male: female ratio was 3:1. The majority of deaths were caused by blunt instruments (46%), followed by stab/slash wounds (25%) and asphyxiation (12%). 63% of homicides occurred in areas served by the police stations at Jalan Patani (23.1%), Sg. Nibong (16.9%), Central (12.3%) and Bayan Lepas (10.9%). 56 (86%) victims were brought in dead to the hospital, while 9 (14%) died after admission. Most (39%) incidences occurred in the morning. The methods of homicide were different from Kuala Lumpur, another highly urbanised area of Malaysia.

  4. 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…

  5. Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

    NASA Astrophysics Data System (ADS)

    Ni, Lijun

    Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

  6. The Levels of Compliance of Physical Education Teachers with Professional Ethics Codes

    ERIC Educational Resources Information Center

    Ozbek, Oguz

    This study was a survey type research that aims at determining the levels of compliance with professional ethics by physical education staff who work at high schools. Participants were 465 physical education teachers and 398 high school principals. In this study, the measure of "professional ethics of physical education teachers" developed by the…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  9. 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…

  10. Supporting Elementary Teachers at the "Chalk Face": A Model for In-School Professional Development

    ERIC Educational Resources Information Center

    Kervin, Lisa

    2007-01-01

    The voluminous literature on teacher professional development presents varied components of what constitutes meaningful professional development experiences for elementary teachers. The research reported here first identifies these components through an analysis of the literature, and then describes a research project in which those components…

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

    ERIC Educational Resources Information Center

    Teleshaliyev, Nurbek

    2013-01-01

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

  12. 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…

  13. Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualizations of Teacher Development

    ERIC Educational Resources Information Center

    Ellis, Viv

    2007-01-01

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

  14. Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?

    ERIC Educational Resources Information Center

    Guo, Karen Liang; Yong, Yan

    2013-01-01

    This paper focuses on early childhood teachers' professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers' perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed,…

  15. 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,…

  16. 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…

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

    ERIC Educational Resources Information Center

    Collay, Michelle

    2006-01-01

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

  18. Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

    ERIC Educational Resources Information Center

    Seidel, Tina; Stürmer, Kathleen

    2014-01-01

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

  19. 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…

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

    ERIC Educational Resources Information Center

    Kramarski, Bracha; Michalsky, Tova

    2009-01-01

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