Davletkaliev, Denis Kuanyshevich; Zueva, Natalia Konstantinovna; Lebedeva, Natalya Vasilevna; Mkrtumova, Irina Vladimirovna; Timofeeva, Olga
The goal of this work is the study of psychological-pedagogical approaches to the understanding of the idea of professional competence of social work specialists as well as the role of study in the system of additional educations in professional-personal development of the listeners. In the process of study of this problem we define main…
Benson, Chris, Ed.
This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New…
Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina
The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.
This document contains four papers from a symposium on professional development of human resource development (HRD) professionals. "Lifelong Learning and Performance: The Role of Key Qualifications in Human Resource Development" (Simone J. van Zolingen, Wim J. Nijhof) argues that, besides being of interest to employers, key qualifications are also…
Kroeger, Marianne, Ed.; Blaser, Stephanie, Ed.; Raack, Lenaya, Ed.; Cooper, Cinder, Ed.; Kinder, Ann, Ed.
Professional development is viewed from several perspectives--time, funding, planning, and student outcomes--and includes both an urban and a rural story. This issue provides a special pullout section designed as a checklist to help guide professional development planning activities. The following articles are included: "Perspectives on Managing…
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…
Bradshaw, L. Daniele
Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…
Hill, Heather C.
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…
Rao, Sumathi; Gledhill, Igle; Hartline, Beverly K.; Lakhdar, Zohra Ben; MacLachlan, Anne J.; Mack, Kelly; Mehta, Anita; Wu, Ling-An; Zhang, Hong
Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways to transition into scientific leadership positions in their own countries.
It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…
This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners' identity as early years professionals. Action research informed the development of…
Ruth, Damian; Naidoo, Kogi
This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…
Hargens, Taryl M.
Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…
Discusses professional development in higher education; considers the work environment as the main site for professional development; and maintains that continuing professional development, in times of continuing professional obsolescence, is best served by attention to departmental cultures. Implications for staff development professionals are…
Roberts, Nicole K; Coplit, Lisa D
Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success.
Mississippi State Dept. of Education, Jackson.
In 1998, the Mississippi Legislature amended Mississippi Code Section 37-17 concerning the requirements for local school district professional development programs. The Department of Education then revised this portion of the model to reflect the statutory changes. This handbook contains the definition and purpose of professional development and…
Watts, Gordon E.; Hammons, James O.
States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)
Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…
Malu, Kathleen F.
Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…
Caple, I W
Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. PMID:15907035
Smith, H. Stuart, Jr.
Discusses three issues that may weaken the professional development movement in higher education: overemphasis on teaching methodology in faculty development, administrative apathy towards the programs, and the lack of a philosophic framework upon which to develop the programs. (AYC)
Bell, David L.; Thomas, Earl E.
Changing demographics continue to challenge professional development programs to prepare school personnel to serve a rapidly expanding diverse student body. Popular diversity professional development models are on a continuum. They range from preparing teachers to design themes and activities that are culturally relevant all the way to enabling…
Bates, Meg S.; Phalen, Lena; Moran, Cheryl
Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…
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…
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)
Learning Forward, 2015
President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…
Agha, Syed Salim
Discusses the professional development of librarians and information professionals and considers the future direction it should take. Topics include the forces of capitalism, the growth in information and communication technology, and the changing demands and needs of users (or customers). (LRW)
Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha
The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…
Filipe, Helena P; Silva, Eduardo D; Stulting, Andries A; Golnik, Karl C
Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed.
Filipe, Helena P.; Silva, Eduardo D.; Stulting, Andries A.; Golnik, Karl C.
Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed. PMID:24791104
Pittman, Edward C.; Foubert, John D.
This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…
Strickland, Crystal Y.
The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…
Weis, Darlene; Schank, Mary Jane
Affective domain learning, including values formation, is an important part of humanistic nursing education. The American Nurses Association code of ethics articulates professional values. For full embodiment of these values to occur, educators and the profession must work together. (Contains 30 references.) (SK)
Martin, Mary Brigid
Caring science has been identified and examined in the discipline of nursing for over 40 years. Within this period, the topic has been analyzed and studied resulting in theories, models, books, and articles published nationally and internationally. Although advancements have been made in caring knowledge development, opportunities to integrate caring science into all aspects of nursing abound, including the specialty of nursing professional development. The focus of this article is to present ways in which nursing professional development specialists may incorporate caring science into practice, using Ray's (2010) Transcultural Caring Dynamics in Nursing and Health Care model as an exceptional exemplar for understanding, awareness, and choice for nurses and patients. PMID:26381337
Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)
Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the…
Wider, Lottchen Crane; Sind, Joann
This column describes an approach to sustaining interprofessional education for perioperative staff when budgetary cuts in professional education significantly limit professional development. PMID:22214413
Niederhauser, Dale; Wessling, Sarah
Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased…
Wilcox, Bonita L.; And Others
The intelligent electronic portfolio goes beyond assessment of teachers to a method of strengthening their professional development in the classroom. Adopted for teachers in a 3-year doctoral program, the intelligent electronic portfolio is a collection of artifacts, indicating competencies and skills, a place to showcase accomplishments and…
Guskey, Thomas R.; Yoon, Kwang Suk
Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (RELSW) and funded by the Institute of Education Sciences of the U.S. Department of…
Brockett, Ralph G.
Successful professional development is more than acquiring new techniques for practice. It involves an awareness of the "big picture" of the field of adult education and an understanding of how individuals can make a unique contribution to this picture. (Author/JOW)
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…
Shore, Rebecca Ann
This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…
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
Wilson, Suzanne M
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.
Doolittle, Gini; Sudeck, Maria; Rattigan, Peter
If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…
Addresses the professional development needs of adult basic education instructors. Describes federal and state resources for professional development. Recommends field-based research, reflective practice, and learner-centered instruction. (Contains 15 references.) (SK)
Prosek, Elizabeth A.; Hurt, Kara M.
This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…
Purpose: This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development. Design/methodology/approach: A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational…
Ball, J D
This paper is based on an invited address for the Association of Psychologists in Academic Health Centers (APAHC) at the 2010 American Psychological Association (APA) Convention in San Diego, California. It is in response to the Ivan Mensh Award for Distinguished Achievement in Teaching presented to the author at the 2009 APA Convention. This article addresses two key themes in the instruction and professional development of clinical psychologists: internalization and management matters. The author asserts that these process and content topics characterize critical training ingredients in preparing students for the future practice of clinical psychology within modern academic health care settings.
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,…
Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix
Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…
Rude, Harvey; Stockhouse, Judy; Read, Jo Smith; Street, Steve; Murray, Karl
The Professional Development Leadership Academy supports states in transforming systems of professional development. This paper investigates accountability considerations that are necessary to determine the impact and results of professional development from a state systems perspective. The five areas of focus that comprise the Academy knowledge…
Journal of Staff Development, 2013
A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…
Haile, Christine E.; Trubitt, Lisa
Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…
Jensen, Ruth; Moller, Jorunn
International research documents a variety of approaches for fostering the professional development of principals. These studies mainly draw upon survey and interview data. Less attention has been paid to observing professional development processes. This article aims to examine how professional learning is played out empirically in the…
Anctil, Tina M.; Smith, Carol Klose; Schenck, Paulette; Dahir, Carol
This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal-social and academic development. In addition, new professionals placed more priority on career counseling compared with their more…
Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of…
Purkis, Nick; Gabb, Carol A
This article addresses how nurses in the UK can use online learning to meet the changing requirements of continuing professional development. Recent changes in post-registration nurse education are due to two main reasons: financial cutbacks and reduced use of agency staff make it difficult for nurse managers to release nurses for study time away from the ward; and healthcare becoming increasingly diverse and complex, so pre-registration education has changed. Since September 2013, only degree-level pre-registration nursing programmes have been available in the UK. Degree-level education is intended to sharpen critical thinking skills to improve future healthcare but it may also disadvantage nurses without degrees. One response to these challenges is to provide online learning, such as online personal learning programmes. portfolios (e-portfolios) or other onlinen PMID:24592659
Hipp, Kristine Kiefer; Huffman, Jane Bumpers
This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…
Loughran, John; Ingvarson, Lawrence
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.
Borrego, H.; Ellins, K. K.
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
Hunter, Jodie; Back, Jenni
Developing sustainable professional development which facilitates teachers of mathematics to develop effective mathematics pedagogy has been a key aim in recent years. This paper examines how lesson study can be used with networks of teachers as a vehicle to promote and sustain professional development. Drawing on findings from a year-long study…
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…
O'Brien, Rita Cruise
Examines the modes of professionalism and organizational structure in broadcasting and investigates how these modes transfer from industrialized nations to developing countries such as Algeria and Senegal. (MH)
Wise, Erica H
In this article, I discuss the importance of the psychotherapist's capacities and attributes that go beyond formal education and training as they relate to both readiness for clinical training and continued competence throughout one's professional life. Professional development is essential to the maintenance of professional competence as a psychotherapist. Principles and standards from the American Psychological Association's (2002) Ethics Code are reviewed and illustrated with clinical vignettes. In striving to maintain competence, psychotherapists are strongly encouraged to focus on proactive self-care and professional development in addition to complying with the formal continuing education mandated by most states.
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.
Bezzina, Christopher; Camilleri, Antoinette
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…
Klieger, Aviva; Yakobovitch, Anat
Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…
Usera, John J.
Developed for faculty, administrators, and other classified and professional staff at Labette Community College (LCC), this booklet presents guidelines for establishing individual professional development plans (IPDPs) to foster continued education and development, and for obtaining funding of approved plans. Chapter I provides a rationale for…
Huston, Therese; Weaver, Carol L.
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…
The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study
The aim of this article is to reflect on and contribute to developing occupational therapy as a profession. The author proposes an ethical interpretation of health and helping professions in general and occupational therapy in particular. According to this ethical interpretation, the essential function and mission of classical health and helping professions are defined by certain ethical values: the basic elements of a good human life. The author argues that the central concepts of occupational therapy, activity and participation, can plausibly be understood in this light. However, this seems to imply a rather substantial conception of well-being which the author tries to spell out. In addition, the basic principles of biomedical ethics are specified in the context of occupational therapy according to an ethical interpretation. In conclusion, four advantages of the ethical interpretation are highlighted: it adds precision and content to ethical principles and guidelines; it contributes to building up and preserving a shared professional identity; it puts emphasis on a client-centred perspective on professional work; and it provides a constructive framework for inter-professional cooperation.
MacDonald Grieve, Ann; McGinley, Brian Peter
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…
Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia
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…
Postholm, May Britt
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…
Hill, Heather C.; Beisiegel, Mary; Jacob, Robin
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of "Educational Researcher" as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our…
Reeves, Douglas B.
Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: (1) Which ineffective professional development practices…
Shepard, Clinton Lewis
This study investigated the availability of professional development opportunities for water quality control personnel in the midwest. The major objective of the study was to establish a listing of educational opportunities for the professional development of water quality control personnel and to compare these with the opportunities technicians…
Career and technical education (CTE) teachers, through ongoing professional development, gain a deeper understanding of the content they teach, stay informed of the latest research, and ensure that the skills they teach are aligned to the most current workplace standards. Professional development has long been a part of educators' lives, but the…
Lindstrom, Phyllis H.; Speck, Marsha
Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…
Cutler, Ada Beth; Ruopp, Faye Nisonoff
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…
This document contains ideas and information regarding using the Internet in the professional development of vocational education teachers. Presented first is basic information about what the Internet is and its value as a tool for professional development (including its role as a vehicle for accessing the ERIC database, taking online classes, and…
Stodolsky, Susan; Dorph, Gail Zaiman; Rosov, Wendy
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…
Fischer, John A.
Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…
Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.
Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…
Blaik Hourani, Rida; Stringer, Patricia
Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…
Zepeda, Sally J.
This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…
Nichol, Jon; Turner-Bisset, Rosie
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…
Winitzky, Nancy; And Others
One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…
Alexiou-Ray, Jennifer; Bentley, Courtney C.
Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…
Farese, Christina Susan
This qualitative study utilized 102 open-ended questionnaires and 15 semi-structured interviews to examine the professional development offered in 27 Massachusetts public alternative schools by answering the major question: What form do professional development programs take in Massachusetts' public, alternative schools? There were many…
Herrera, Charmaine M.
Professional Learning Communties (PLCs) school reform movement that is grounded in decades of research. The purpose of this research was to investigate whether or not a PLC would help in cultivating a culture of learning and collaboration at a small charter school in Delaware. The research involved interviews of teachers, administrators and a data…
Vacc, Nicholas A.
Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…
Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa
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.
Professional development in most schools has a predictable look and feel: summer workshops, brown-bag luncheon trainings, and the infamous in-service day. These events can be successful, and there is no doubt they have helped numerous educators become better at what they do. Web 2.0, however, opens up a new world of professional learning. This…
This paper discusses using action learning with different professional groups in the UK--nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The…
Stickney, Catherine Alaimo
Determining effective change that leads to sustainable improved student achievement remains an elusive goal for most educational communities. This research addresses the question of what factors of professional development promote sustained change within a school organization. The survey questions focus on the formation of professional learning…
Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan
The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…
At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.
Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter
Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.
Describes ways in which professional development activities can be rewarding. Offers details from a support staff event at Wytheville Community College in Virginia as a template for a successful event. Focuses on planning, instruction, humor, camaraderie, and appreciation. (NB)
Cornelissen, J. J.; van Wyk, A. S.
Professional socialisation refers to the acquisition of values, attitudes, skills and knowledge pertaining to a profession. This article reviews the definition and conceptualisation of professional socialisation through anticipatory and formal professional socialisation processes. It describes the core elements of professional socialisation such…
Glassman, Kimberly S
Professional practice models guide nursing practice by giving meaning to the work of nurses. They elevate the practice from tasks to theory, from skills to knowledge, and remind us that the patient and family are at the center of our practice. Professional practice models are one of the foundations of the Magnet Recognition Program. The purpose of this paper is to describe the development and implementation of a professional practice model in a healthcare system, which includes three hospitals and over 80 ambulatory practices in the New York City region. PMID:27641284
Sui, Man-Ling; Yoon, Jin-Hee
The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).
Bradshaw, Pete; Twining, Peter; Walsh, Christopher S.
Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…
Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi
For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…
Illustrates the ethical dilemmas of library collection development through three specific examples related to scholarly communication, including the ongoing effort by publishers to use licensing contracts to abolish interlibrary loans for information in electronic format. Considers information needs of clients versus optimizing public access to…
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…
Stockton, Rex; Nitza, Amy; Bhusumane, Dan-Bush
Among African countries, Botswana stands out for achieving lasting political and economic stability, which has enabled the government to develop a strong system of educational and social services for its people. Development of professional counseling in the country has occurred both through targeted efforts to provide a strong system of guidance…
This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…
Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa
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…
Professional development generally follows a pattern of presentation and review, but flipping the sessions has garnered a positive response from staff members and prompted greater collaboration and engagement. In this article the author describes the seven following steps to follow in order to prepare for a successful staff development meeting:…
Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce
As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…
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…
Murphy, Gerald A.; Calway, Bruce A.
Whilst professional development (PD) is an activity required by many regulatory authorities, the value that enterprises obtain from PD is often unknown, particularly when it involves development of knowledge. This paper discusses measurement techniques and processes and provides a review of established evaluation techniques, highlighting…
O'Sullivan, Mary; Deglau, Dena
This chapter summarizes the 4-year-long PEP professional development (PD) initiative in terms of current perspectives on teacher learning and PD, shares lessons learned about the design and delivery of high-quality PD, and presents some principles to guide the development of future PD efforts. The first section reviews the definition and…
Goddard, J. T.
In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…
Marsick, Victoria J.
This article is a case study of professional development in a health and family planning project in Nepal. The case study examines issues of interaction between developers and developees, particularly differences in a fundamental way of thinking, influence of the dominant paradigm and ways and means of collaboration in cross-cultural…
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…
Bechtel, Pamela A.; O'Sullivan, Mary
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…
Sproles, E. A.; Songer, L.
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.
Gaytan, Jorge A.; McEwen, Beryl C.
Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…
Jones, Shara L.; Lee, Elizabeth A.
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…
Hahs-Vaughn, Debbie; Zygouris-Coe, Vicky; Fiedler, Rebecca
Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both…
Devlin-Scherer, Roberta; Mitchel, Lourdes Z.; Mueller, Mary
For the past six years, the Cranford Public School District and Seton Hall University in northern New Jersey, USA, have been Professional Development School partners. As a result of this partnership, experienced teachers have systematically mentored pre-service candidates in university field experiences. The Japanese practice of Lesson Study was…
Fitzgerald, Meghan M.; Theilheimer, Rachel
This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…
Romerdahl, Nancy Sue
The Puget Sound Professional Development Center (PSPDC) was established in 1989 as a partnership between the University of Washington and four middle schools. PSPDC has created collaborative and substantial teacher leadership roles. In performing the role of teacher leader coordinator (TLC), teachers: (1) were fully participating members of the…
Wong, Harry K.
Asserts that professional development for beginning teachers should begin with induction programs. Describes three exemplary beginning-teacher induction programs: Flowing Wells School District, Tucson, Arizona; Lafourche Parish Public Schools, Thibodaux, Louisiana; and Port Huron Area Schools, Port Huron, Michigan. (PKP)
Martin, Sabrina Budasi
This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…
Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank
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…
School Administrator, 1990
The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…
Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.
Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…
Glowacki-Dudka, Michelle; Brown, Michael P.
Faculty learning communities (FLC) provide opportunities for professional development and personal growth within university settings. Some FLC are structured; others are unstructured. Faculty at a mid-sized Midwestern state university were asked a series of close- and open-ended questions that examined the reasons for and benefits from their…
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…
Winitzky, Nancy; And Others
Of all the reform efforts current in teacher education, the professional development school (PDS) advocated by the Holmes Group shows the greatest promise because it seeks to tie reforms in teacher education to reforms in schools themselves. This document describes how one institution of higher education (University of Utah) and one school…
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…
Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L.
High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…
Theiss, Deb; Grigsby, Carl
Universities systematically use assessments to evaluate programs of teacher education. The Professional Development Schools Partnership was a well-established collaboration with more than 11 years of work with area schools. However, two questions became the center of a discussion for evaluating, monitoring, and identifying the accomplishments of…
Radhakrishna, Rama B.
Responses from 47 of 78 Clemson University extension specialists identified three critical professional development needs: communicating program impact to key decision makers, communicating client problems to researchers, and viewing problems from different perspectives. They felt that their expertise in other areas was high. (Contains 16…
Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.
School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…
Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…
Puurula, Arja; Lofstrom, Erika
This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…
Woods, Philip A.; Woods, Glenys J.; Cowie, Michael
This article reports and interprets the findings of a study of headteachers' views and perceptions of continuing professional development (CPD) provision and their ongoing CPD needs and priorities, carried out in 2007 in Scotland, involving headteachers from the primary and secondary sectors. Topic areas in which headteachers generally were most…
Kaufman, Dorit, Ed.; Brownworth, Barbara, Ed.; Burton, Jill, Ed.
The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are…
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…
Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee
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…
McGee, Jennifer R.; Wang, Chuang; Drew, Polly
Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…
Hodes, Carol L.; Foster, John C.; Pritz, Sandra G.; Kelley, Patricia
As part of a multiyear research study on the preparation of educators to use assessment data for instructional improvement, the present study is a pilot test of a research-based professional development intervention for career-technical teachers. Forty-eight educators at nine sites in five states participated in a 1-day workshop followed by…
Discusses the use of electronic portfolios by school library media specialists for professional development as a resume, an evaluation instrument, or other types of credential documentation. Includes guidelines for building a successful portfolio, including appropriate software selection; audience considerations; and technology skill…
Roseler, Katrina; Dentzau, Michael W.
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…
Baran, Evrim; Correia, Ana-Paula
The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…
Learning is a constant in today's library world. Not only the students who use the school libraries, but the adults who facilitate the learning progress of these students are enticed, encouraged, and yes, sometimes, even forced to learn new things at alarming rates. Professional development (PD) must occur regularly in order to keep the library…
Kragler, Sherry; Martin, Linda; Kroeger, Diane C.
Federal, state, and district policy mandates are increasingly affecting primary grade teachers--especially, those in at-risk schools, given that they face more mandated curriculum and professional development. This study investigated K-3 teachers in two inner-city schools as they navigated through various mandates. Qualitative and quantitative…
Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine
The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…
Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…
Hanraets, Irene; Hulsebosch, Joitske; de Laat, Maarten
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…
Hyden, Christel; Escoffery, Cam; Kenzig, Melissa
Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process.
Shoulders, Catherine W.; Myers, Brian E.
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).…
Lowman, J. Joneen
Professional development is a necessary component of maintaining competency in professional practice. Technology has opened the door to new formats for delivering professional development, in addition to more traditional modes of training. This study compared three professional development formats for improving the quality of standards-based…
Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val
Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…
Sugarman, Nancy A.
An individual professional development plan (IPDP) is a document early childhood educators create, review regularly, and update as needed to guide their future professional development. The plan includes personal and professional goals guided by professional standards and strategies for meeting them. Educators learn and grow continuously by…
Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot
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…
Harper, Mary G; Aucoin, Julia; Warren, Joan I
A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores. PMID:27648899
Harper, Mary G; Aucoin, Julia; Warren, Joan I
A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.
Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.
Thomas, Aimee Kathryn
Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4
To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…
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…
McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.
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…
Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer
This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…
This study was designed to explore elementary STEM professional development viewed from the presenters' and participants' perspectives. Numerous committees and educational organizations recommend investing in STEM professional development at the local, state, and national level. This investment must begin with research that inquires how STEM professional development is structured and what is needed for teacher and student success. Since there is a recent STEM education push in schools, elementary teachers need effective professional development in order to gain the necessary content, skills, confidence, and pedagogy required for those changing demands. This qualitative study embraced. Yin's case study methodology by observing short-duration STEM professional development for elementary teachers within a large metropolitan school system and an educational professional development agency. The study discussed the analysis and findings in the context of Bandura's sources of efficacy and Desimone's critical features of professional development. Data were gathered form professional development observations, presenter interviews, and participant interviews. The research questions for this study included: (a) based on Desimone's (2009) framework for professional development, what does content focused, active learning, coherence, duration, and collective participation look like in initial STEM professional development for elementary teachers? (b) are Bandura's (1997) four sources of self- efficacy: mastery experiences, vicarious experiences, social persuasion, and affective states evidenced within the short duration professional development? and (c) how do these two frameworks align between presenter and participant thoughts and actions? This study uncovered additional sources of efficacy are present in short-duration STEM professional development. These found sources include coherence, content, and active learning delivered in a definitive order. The findings of this study
Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S
Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored. PMID:20662577
Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.
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.
Weddle, Dian O; Himburg, Susan P; Collins, Nancy; Lewis, Ralph
Professional Development Portfolio (PDP), the new credentialing system for dietetics professionals, places the responsibility for learning, professional development, and career direction on the individual practitioner. This study used questionnaires and focus group interviews to determine whether dietitians engage in reflection, self-assessment, and goal setting, the critical components of PDP recertification. Volunteers (n = 132) participated in 16 focus groups held during 8 state dietetic association meetings. Content analysis was conducted. Some subjects reflected using an informal non-structured process (42 text units), almost half (41%) performed annual self-assessments, and 25% set goals. Job availability, new practice areas, family obligations, and employer needs were key factors in goal formulation. Opportunities for self-direction, independent decision-making, and application of technical expertise were also considered in career choices and goal setting. Although few participants were currently performing PDP critical components, we conclude dietetic practitioners can gain the necessary skills for professional development with the newly available PDP Guide to support the portfolio process. We recommend that dietitians (a) allow sufficient time for the reflection process, including the use of additional tools; (b) develop personal mission statements to drive the goal-setting process; and (c) use effectiveness criteria to critique their goals.
Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank
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
Mantei, Jessica; Kervin, Lisa
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…
This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing…
Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia
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…
Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.
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…
Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.
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
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,…
Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.
Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…
Bolton, Marcia V.
Professional development should be a career-long process in which teachers tweak their teaching methodology, practices, and style to meet student needs. Is there a better place to offer professional development opportunities than at "ground zero"? This paper outlines one school's attempt to bring quality professional development to the…
... 34 Education 1 2011-07-01 2011-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements...
Patton, Kevin; Parker, Melissa; Tannehill, Deborah
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…
Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim
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,…
Linder, Sandra M.
This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…
Rhoton, Jack; Bowers, Patricia
This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for Change:…
Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…
Ngcoza, Ken; Southwood, Sue
This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…
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…
Özdemir, Soner Mehmet
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…
Florida Community Coll., Jacksonville.
This workbook is one of six professional development manuals designed to help new adult education (AE) instructors find their personal philosophy of teaching adult students. The pretest and post-test appear first. Five units provide useful information on five diverse topics developed by leading (AE) experts and experienced (AE) instructors. Each…
Dysart, Sarah; Weckerle, Carl
While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors' technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for…
Colombo, Michaela W.
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…
Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.
LaSala, Kathleen B
As individuals enter nursing programs, the process of socialization in the professional role begins. Novice nursing students learn the definition of professionalism, standards of practice and the code of ethics. For many, the concept of professionalism is quite new, including one's appearance, behaviors and communication.
Borders, Kareen; Mendez, B. M.
K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.
Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali
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…
Professional development that improves teaching and student learning meets research-based standards to ensure high-quality educator learning experiences. Since the quality of professional learning affects its results, many states, districts, and schools want to measure the effectiveness of their professional development to make targeted…
Brody, Celeste M., Ed.; Davidson, Neil, Ed.
This book describes approaches to professional development for cooperative learning and how the use of cooperative learning for teacher learning is leading to new insights into professional growth in schools. Part 1, "Begin with the Teacher: Focusing Professional Development for Cooperative Learning," offers "Introduction: Professional…
Describes a variety of teacher-recommended books and videos to help educators sharpen their professional edge at home. Topics include classroom management, understanding students, professional development, changing the system, and curriculum (language arts, social studies, science, and math). (SM)
Roskos, Kathleen; Jarosewich, Tania; Lenhart, Lisa; Collins, Linda
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…
Hayes, Latisha L.; Robnolt, Valerie J.
The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two-year plan for literacy improvement. During the first year of the grant, assessment-driven instruction and flexible…
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'…
Armitage-Chan, E; Maddison, J; May, S A
Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. PMID:26857071
Darling-Hammond, Linda, Ed.
This book describes a recent trend in the school restructuring movement--the professional-development school. These schools are committed to the acquisition and sharing of knowledge among all members of the educational community and depend on research-practitioner collaboration. In nine chapters, contributors explain the function, structure, and…
Brown, Gordon; Shaklee, Beverly
This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the…
Herbert, Susan; Rainford, Marcia
This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…
McArdle, Karen; Mansfield, Sue
This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…
Popovic, Celia; Fisher, Elaine
Entry into the Fellowship of Staff and Educational Development Association is through the production of a professional portfolio which evidences the applicant's achievement of the Fellowship requirements. Supporting and Leading Educational Change takes participants through the Fellowship process. The 12-week online course combines theory of…
Su, Yuling; Chung, Ya-hui
It remains ambiguous how college students form perceptions of professional development by identifying their emotional reactions and reflecting on their experiences in a situated setting. College students undergo professional development by participating in field experiences and reflecting on their experiential learning. In addition, researchers…
This qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study…
Chowdhury, Susmita; Henneman, Lidewij; Dent, Tom; Hall, Alison; Burton, Alice; Pharoah, Paul; Pashayan, Nora; Burton, Hilary
There is growing evidence that inclusion of genetic information about known common susceptibility variants may enable population risk-stratification and personalized prevention for common diseases including cancer. This would require the inclusion of genetic testing as an integral part of individual risk assessment of an asymptomatic individual. Front line health professionals would be expected to interact with and assist asymptomatic individuals through the risk stratification process. In that case, additional knowledge and skills may be needed. Current guidelines and frameworks for genetic competencies of non-specialist health professionals place an emphasis on rare inherited genetic diseases. For common diseases, health professionals do use risk assessment tools but such tools currently do not assess genetic susceptibility of individuals. In this article, we compare the skills and knowledge needed by non-genetic health professionals, if risk-stratified prevention is implemented, with existing competence recommendations from the UK, USA and Europe, in order to assess the gaps in current competences. We found that health professionals would benefit from understanding the contribution of common genetic variations in disease risk, the rationale for a risk-stratified prevention pathway, and the implications of using genomic information in risk-assessment and risk management of asymptomatic individuals for common disease prevention. PMID:26068647
Alexander, Clara Franklin
In addition to providing a short history of the idea behind and duties of black paraprofessionals in the English classroom, this paper explains how a seven-week skills course was developed to help paraprofessionals develop the necessary Standard English writing and speaking skills, and details many of the excercises used in the course. The paper…
The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…
Vail, Teresa M.
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…
Boardman, Edna M.
This guide presents a series of articles which give pointers, hints, and examples of day-to-day development activities school librarians can use to hone their professionalism. The first of five sections describes ways in which librarians can provide professional service and lists some markers of professionalism. The second section presents one…
Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed…
Healey, Amanda C.; Hays, Danica G.
This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…
Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.
Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…
Eaton, K A; Reynolds, P A
Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly. PMID:18660775
Donnelly, Judith F.; Hanes, Fenna; Massa, Nicholas J.; Washburn, Barbara R.
In recent years, several New England projects have promoted professional development and curriculum design in optics and photonics. Funded in part by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF), these projects have prepared middle and high school teachers, college faculty and career counselors from more than 100 New England institutions to introduce fiber optics, telecommunications and photonics technology education. Four of these projects will be discussed here: (1) The New England Board of Higher Education's (NEBHE) Fiber Optics Technology Education Project, (FOTEP) was designed to teach fiber optics theory and to provide laboratory experiences at the secondary and postsecondary levels. (2) Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT) is developing curricula and instructional materials in lightwave, networking and wireless telecommunications technologies. (3) The Harvard-Smithsonian Center for Astrophysics project ComTech developed a 12-week, hands-on curriculum and teaching strategies for middle and high school science and technology teachers in telecommunications and focused on optical communication (fiber optics). (4) NEBHE's project PHOTON is preparing middle, secondary and postsecondary instructors to introduce theory and laboratory experiences in photonics, including geometric and wave optics as well as principles of lasers and photonics applications.
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…
Brody, David L.; Hadar, Linor L.
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…
Petrie, Hugh G., Ed.
This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank Murray); "The Professional…
Sarsar, Nasreddine Mohamed
The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students' levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then,…
This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404
This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times.
Varol, Filiz; Farran, Dale C.; Bilbrey, Carol; Vorhaus, Elizabeth A.; Hofer, Kerry Guess
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…
Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…
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.
Wnek, Andrew C.; Klein, Gabrielle; Bracken, Bruce A.
This study queried practicing school psychologists in the United States about the extent to which advances in the field have improved their individual service provision and fostered a desire for additional professional development. The researchers surveyed 1,000 members of the largest professional organization for school psychologists in the…
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.
Deustua, Susana E.; Garcia, Beatriz; Ros, Rosa M.
Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like most modern professional development programs, NASE's emphasis is on interactive, hands-on learning. However, our emphasis is on "low-tech" tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to gauge the change in teachers' knowledge as a result of participation in this intervention. We chose the ADT because it is a reliable and validated instrument and is available in Spanish. In this paper we discuss our results using the Astronomy Diagnostic Test 2.0 in several countries.
Macdonald, Doune; Mitchell, Jane; Mayer, Diane
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…
McClure, Megan M.; Fuhrman, Nicholas E.; Morgan, A. Christian
As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities…
Fellenz, Martin R.
Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…
Lewis, Karen A.
The purpose of this study was to examine the perceived level of skill development of professional staff (consisting of new professionals, midlevel managers, and senior administrators) at a private university in a Middle Atlantic state. The secondary purpose of this study was to determine the activities and methods respondents prefer to use to…
In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…
Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila
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,…
Elliott, Rebekah; Kazemi, Elham; Lesseig, Kristin; Mumme, Judith; Carroll, Cathy; Kelley-Petersen, Megan
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based…
Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb
An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…
Starkey, Louise; Yates, Anne; Meyer, Luanna H.; Hall, Cedric; Taylor, Mike; Stevens, Susan; Toia, Rawiri
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform.…
Atkinson, Terry S.; O'Connor, Katherine A.
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.…
Carson, Katherine; Dawson, Vaille
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…
Vo, Long Thanh; Nguyen, Hoa Thi Mai
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…
Potter, Stephanie L.; Rockinson-Szapkiw, Amanda J.
Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to…
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…
Jordan, Elizabeth T; Van Zandt, Shirley E; Wright, Erin
Students enter professional nursing with a desire to acquire knowledge, develop skills, and provide nurturing support during life-changing experiences such as childbirth. "Community Perspectives on the Childbearing Process," an elective course at Johns Hopkins University School of Nursing, provides an opportunity to learn and use the skills of physical, emotional, and informational labor support as a "doula." As the first of its kind offered in a school of nursing, this service-learning opportunity offers students the unique opportunity to learn the skills of labor support through an in-depth, hands-on experience. The experience helps students develop a proactive perspective on childbirth and to advocate and support women's choices in labor. Since its inception, more than 379 students have attended 405 births. Students, who become doulas while being educated as nurses, gain new skills, real practice experience, and strong professional standards and identity.
Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude
This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…
Basol, Roberta; Hilleren-Listerud, Amy; Chmielewski, Linda
This article describes how The Compass, a professional practice model (PPM), was developed through clinical nurse involvement, review of literature, expert opinion, and an innovative schematic. Implementation was supported through a dynamic video account of a patient story, interwoven with The Compass. Postproject evaluation of PPM integration demonstrates opportunities for professional nursing development and future planning. PMID:25479174
Blau, Gary; Snell, Corinne M.
Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…
Neighbors, Marianne; Barta, Kathleen
The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and…
Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal
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…
Imbimbo, Josephine; Knopf, Naomi
This publication focuses on professional development, a key element of school reform. In order to improve instruction and learning, schools need to increase the capacity of teachers to promote academic excellence in their classrooms. As part of their school and district plans, educators need to include professional development for teachers that is…
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…
Because the quality of teachers determines the quality of the school system, teachers must be provided with high-caliber inservice programs. During the 1980s, responsibility for the provision of professional development in Australia shifted to local schools. Under the current National Professional Development Program (NPDP), the Australian…
Wong, Pia Lindquist; Glass, Ronald David
A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…
Phelps, Renata; Graham, Anne; Kerr, Berenice
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…
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…
Cady, Jo; Rearden, Kristin
Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…
Bertram, Kathryn Berry
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…
What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…
Hofstein, Avi; Carmeli, Miriam; Shore, Relly
The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The…
Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C.
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…
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…
Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug
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…
Garbe, Amber Yudchitz
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…
Zascerinska, Jelena; Zascerinskis, Mihails
Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…
Buchen, Irving H.
There are a number of problems posed by employee evaluation, and professional development often suffers from similar issues. Suppose employee evaluation and professional development were intertwined in a collaborative and evolving relationship, and both components were brought to bear on linking individual and company goals. The answer is the…
Nipper, Kelli; Ricks, Thomas; Kilpatrick, Jeremy; Mayhew, Lauren; Thomas, Sharren; Kwon, Na Young; Klerlein, Jacob T.; Hembree, Dennis
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…
Schuster, Dwight A.; Carlsen, William S.
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…
Nunokawa, Kari M. L.
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…
Sappington, Neil; Pacha, Joseph; Baker, Paul; Gardner, Dianne
"One of the most persistent findings from research on school improvement is, in fact, the symbiotic relationship between professional development and school improvement efforts" (Hawley & Valli, 1999, p. 129). These researchers, and others in the field, argue that there must be a direct relationship between the professional development of…
Kraska, Marie F.
Dalton Junior College, Georgia, has developed a comprehensive staff development plan for professionals in the vocational-technical division to relate student needs to professional competencies and meet certification requirements. The plan consists of a rationale or stated need and general goals, policies, and procedures. As a component of the…
Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan
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…
Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.
In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…
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…
Hicks, Kory G.
The purpose of this study was to explore the effectiveness of professional development programs in Christian schools. This study compared the perceptions of Christian school and public schoolteachers towards their professional development to determine if any statistically significant differences existed among Learning Forward's 12 standards…
Trede, Franziska; Macklin, Rob; Bridges, Donna
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…
Liu, Katrina Yan
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…
While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…
Coulter, Maura; Woods, Catherine B.
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…
McLaughlin, Colleen, Ed.
"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.…
Gonzalez Alonso, Gloria Amparo
This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…
Cawthon, Stephanie W.; Dawson, Kathryn M.; Judd-Glossy, Laura; Ihorn, Shasta
Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher…
McGregor, Deb; Woodhouse, Fiona
Continuing Professional Development (CPD) can take many forms. It may arise through individual endeavours, collaborative working with others within a school or professional network, or it may be supported by external expertise. In science, there has been development of CPD that "enthuses, inspires" and illustrates "impact", through expansion of…
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…
Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly
This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…
This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)
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…
Matthay, Eileen Rush
Surveyed 936 National Association of College Admission Counselors members to determine school counselor needs for professional development activities. Results revealed high need for professional development activities related to financing higher education; advising students with disabilities, especially those with learning disabilities; and…
Goulet, Francois; Gagnon, Robert; Gingras, Marie-Eve
Introduction: The College des medecins du Quebec (CMQ) offers an individualized remedial professional development program to help physicians overcome selected clinical shortcomings. To measure the influence of the remedial professional development program, physicians who completed the program between 1993 and 2004 and who were assessed by peer…
Goltz, Heather Honoré; Smith, Matthew Lee
Health education and promotion specialists and professional organizations have worked hard to successfully establish and maintain the status of health education/promotion (HE/P) as a unique and essential profession and to solidify practitioners' sense of professional identity. A professional identity is critical to a person's sense of self: It is about connecting with roles, responsibilities, values, and ethical standards unique to a specific profession. Professional identity is a complex issue in the HE/P profession; the distinction between personal and professional identities has been debated repeatedly over the years (e.g., should HE/P professionals be role models for clients?). The purpose of this Tool is to explain the concept of professional identity; provide new, emerging, and experienced HE/P with a greater understanding of what it means to have a professional identity; present processes and benchmarks of professional identity development; and offer specific tips and strategies for developing and enhancing an HE/P professional identity. PMID:25015568
Abell, Sandra K.; Leek, Michele H.
Teacher preparation programs help teachers build a foundation for entering the teaching profession. However, learning to teach science cannot be achieved in a mere four years--it is a lifelong endeavor. Teachers continue to learn new science content and new teaching strategies throughout their careers. As professionals, they consistently update…
Becker, Lee B.; And Others
To determine the impact of college and professional experiences on journalists, interviews were conducted with graduating journalism majors at three universities in the springs of 1980 through 1982. Follow-up questionnaires were mailed in the summer following graduation. In another phase of the project, questionnaires were given to 485 journalists…
The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based…
Guadarrama, Irma N., Ed.; Ramsey, John, Ed; Nath, Janice L., Ed.
These 19 papers present the voices of researchers and their work on Professional Development Schools: (1) "The Status of Early Theories of Professional Development School Potential" (C. Mantle-Bromley); (2) "Implementing and Researching Teacher Education Programs in PDSs: A Focus on Authenticity" (Gay Goodman); (3) "Village of Learners:…
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…
Kubitskey, Mary Elizabeth
Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model
Davey, B.; Davis, H.; Bartolone, L.; Buxner, S.
The Science Education and Public Outreach Forums (SEPOFs) provide resources and opportunities to enable sharing of best practices relevant to SMD EPO community members. In 2010, a number of efforts were undertaken to identify the professional development needs of EPO professionals. Several surveys, face-to-face, and webinar discussions were used to collect information from as many people as possible. From 2010 to 2014, more than 50 professional development opportunities were offered, attended by over 250 community members and viewed online more than 3500 times. Several opportunities have been made available for SMD EPO community members to participate in discussion and professional learning with one another. Several of the opportunities were event based and when possible videos of the sessions were archived on the SMDEPO.org workspace. Other opportunities were asynchronous or activities that could be completed when time allowed. When asked what motivated them to attend, SMD professionals named “relevant topic” as the primary reason followed by “learning more about the topic” and “convenient format.” Other impactful professional development events are retreats. Retreat participants are offered a wide range of professional development opportunities based on their needs and interests. When the retreat and the accompanying professional development were help for more than one forum community collaboratively, participants felt strongly that it added value to their work, they were able to collaborate with colleagues, and that they would like to have similar opportunities in the future.
Sparrow, E. B.; Cable, J.; Bolton, W. R.
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.
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.
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.
Glazer, Evan M.; Hannafin, Michael J.
Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We…
Chitpin, Stephanie; Evers, Colin W.
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,…
Shen, Jianping; Poppink, Sue; Cui, Yunhuo; Fan, Guorui
Lesson planning is integral to teachers' professional development in China. It includes their individual reflection and study as well as the collegial activities undertaken to prepare the lesson. In China, organizational structures for both individual teachers and a school's professional community embed lesson preparation in two activities:…
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…
Frady, Kristin Kelly
Online learning communities supporting educator professional development are increasingly emerging and a growing body of research suggests that these communities may have the potential to improve professional practice. Effective online learning communities enable teachers to engage in collaborative learning, focus on improving learning outcomes,…
Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde
The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…
Kruse, Sharon D.; Louis, Karen Seashore
This paper reports on a longitudinal study of four urban schools that sought to develop professional community as part of a restructuring process. The study focuses on how restructuring affected teachers' work over a 3-year period. It reports that the absence of structural conditions can impede the growth of professional community; however, their…
Cinamon, Rachel Gali; Hellman, Shoshana
The current study examined the characteristics and functioning of 12 Israeli school counsellors located at different stages of professional development who worked in schools affected by terrorist attacks. Semi-structured interviews explored the counsellors professional behaviour, activities, and coping with terror and its effects. Consensual…
Klein, Emily J.
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…
Dalton, Elizabeth A.
This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development…
Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development…
Dede, Chris; Ketelhut, Diane Jass; Whitehouse, Pamela; Breit, Lisa; McCloskey, Erin M.
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…
Zakirova, Venera G.; Gilmiyarova, Sophia G.
The goal of the paper is to study the problem of developing the professional expertise of vocational college students, future technicians of the road transport industry. The nature and content of the concept "the professional expertise of a technician of road transport industry" has been defined. This concept is considered as a set of…
Wichowski, Chester P.; Heberley, Gloria
This survey was conducted by the Association for Professional Development in Career and Technical Education, APDCTE, as a professional service. The idea for this originated during the APDCTE executive breakfast meeting during the 2003 Association for Career and Technical Education (ACTE) Annual Convention in Orlando Florida. The goal of this…
Anderson, Kimberly; Mira, Mary Elizabeth
The following profiles address how the state departments of education are helping educators prepare for and implement the Common Core and aligned assessments through professional learning. The major professional development efforts around the Common Core were examined in order to understand the overall efforts of each state. An exhaustive list of…
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…
Baptiste, Nancy; Cahill, Betsy
Notes that many states are establishing educational and training systems to form a coordinated early care and education professional development system that allows professionals to access easily advanced levels of education without redundancy of content or expenditure of unnecessary time and money. Discusses New Mexico's establishment of core…
This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…
Phillips, William; Sweet, Charlie; Blythe, Hal
Among the many challenges of professional (faculty, administration, and staff) development is the implementation of shared governance. We propose a model involving professional learning communities that we are experimenting with in our College of Education. This new model provides faculty with decision-making power, a sense of cooperation and…
This paper addresses the practice of professional development within the Vocational Education and Training (VET) arena. The study object was to gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice. The study was…
Quinn, Rand; Carl, Nicole Mittenfelner
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…
Day, Christopher; Sachs, Judyth
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)…
Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees
Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in Prof Dev Educ 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students' prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers' professional growth in different learning areas.
This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…
Aubusson, Peter; Relich, Joe; Wotherspoon, Dan
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.
Biggs, Bobbie; Orr, Betsy
Describes a professional development model for a 1-day institute that is an intensive 7-hour teaching program concentrating on updating technical knowledge and skills for improving teaching strategies. (JOW)
Lozano, Albert S.; Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.
Describes the origin and rationale of the California Foreign Language Project, a professional development project designed to improve and expand foreign language teaching in California while promoting access and equity within educational institutions for every student. (Author/VWL)
Cameron, R. J.; Frederickson, Norah; Lunt, Ingrid; Lang, Jane
Continuing professional development (CPD) doctorate programmes may not be the only learning and development opportunities which universities and other organisations can provide for educational psychology practitioners (EPs). However, as Morris and Brightman pointed out in 2006, they are likely to continue as important sources for professional…
Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne
This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners.
Tobias, Jennifer M.; Andreasen, Janet B.
As students progress through elementary school, they encounter mathematics concepts that shift from additive to multiplicative situations (NCTM 2000). When they encounter fraction problems that require multiplicative thinking, they tend to incorrectly extend additive properties from whole numbers (Post et al. 1985). As a result, topics such as …
Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.
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
Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…
Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele
Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002
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Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.
Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn
Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students. PMID:23383630
Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn
Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.
Kokubo, Naomi; Morimoto, Naruaki
We are facing the rapid changes in business environment : the rapid advancement of science and technology, and globalization. In this situation, the key issue in a highly industrialized country, Japan, is to educate a large number of globally competent engineers and assure the globally competent qualification of Professional Engineering. This paper introduces our case studies of engineering Education and CPD based on our experience of administering Engineering Education services from planning to delivering courses. (CPD : Continuing Professional Development) In addition, we also describe about the quality assurance of the guarantees accreditation by JABEE and about the Professional Engineer qualification acknowledged internationally by APEC Engineering.
Boriack, Anna Christine
academy activities. The results indicated that academy participants perceived effective academy activities along with a supportive school environment. Additionally, participants reported sometimes implementing technology in their classrooms. These findings suggest that several factors might influence the successful classroom implementation of professional development. The data which supports the conceptual framework shows that effective professional development may play a key role in successful classroom implementation. Future professional development activities should be designed around characteristics for effective professional development to increase the likelihood that classroom implementation might occur.
Sundberg, Cheryl White
The impact of collaboration via communication technology on follow-up to on-site professional development was the central focus of this hypothesis-generating study. The study used a combination of quantitative methodology and qualitative methodology. A convenient sample of 18 teachers was drawn from 208 teachers in an existing professional development program in science in a southeastern state. The statewide professional development program focused on energy education with a strong emphasis on using technology to enhance learning. Data sources included E-mail messages, lesson plans, photographs, workshop evaluations, surveys, and the report of an external reviewer. The study focused on two on-site workshops, February and June 2000 that were designed to model constructivist pedagogy and instruct teachers in effective utilization of computer-based laboratories in science classrooms. Follow-up to the on-site workshops was facilitated with several communication technologies (Internet, E-mail, telephone, and mail). The research found E-mail was the preferred mode for follow-up to on-site workshops because of the convenience of the medium. Barriers to effective distance professional development were time constraints, equipment failure, and lack of consistent Internet access to teachers in rural and under-served areas. Teacher characteristics of the sample, teacher efficacy, technical skill, experience, and constructivist pedagogy did not appear to impact the use of communication technologies as a means of follow-up to on-site professional development workshops. However, teacher efficacy might have negatively impacted effective implementation of calculator-based laboratory technology in the classroom. The study found E-mail was the most convenient and efficient way to facilitate follow-up to on-site professional development. Teacher characteristics (efficacy, technical skill, experience, and constructivist pedagogy) did not appear to impact the use of E-mail to facilitate
Peters, Gayle D.
This study contributes to the existing literature in teacher education on teacher professional identity (Beijaard, Meijer & Verloop, 2004; Lamote & Engels, 2010; Rots, 2007), particularly in response to curriculum change and professional development. It proposes to offer a much better understanding of how chemistry teachers’ professional identities have evolved through their school and work experiences, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following the introduction of the latest chemistry curricula in Manitoba. These latest chemistry curricula advocate for a more learner focused 'tetrahedral orientation' (Mahaffy, 2004) teaching practice that supports chemistry learning through the use of Johnstone's (1991) three modes of representation - the symbolic, macroscopic and molecular levels - as well as a human element dimension. This study also aims to identify how teachers' professional identities have evolved following their participation in long-term professional development offered by teacher educators at the University of Manitoba. Additionally, this study aims to determine whether teachers feel they have experienced tensions associated with their beliefs about teaching and learning and their current teaching practices as a result of sustained professional development. Finally, this study aims to determine whether the curriculum changes and associated professional development have led teachers to think about and reflect more on their teaching practice and whether this has led to a change in their beliefs about teaching and learning and their teaching practice. Urie Bronfenbrenner's (1979) Model of the Ecology of Human Development was used as a theoretical framework for this study. This study was informed by semi-structured interviews involving 32 teachers of chemistry that were conducted
Kowalski, Kenneth; Chittenden, Edward; Spicer, Willa; Jones, Jacqueline; Tocci, Cindy
The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test…
Prytula, Michelle; Weiman, Kari
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…
Mukeredzi, Tabitha Grace
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…
Hart, Gail; Clinton, Michael; Edwards, Helen; Evans, Katie; Lunney, Paul; Posner, Natasha; Tooth, Barbara; Weir, Derek; Ryan, Yoni
A comparison was made of accelerated professional development (APD) for nurses (n=64), involving peer consultation and reflective practice, and peer consultation alone (n=30). Although APD participants had a higher completion rate, improvements in caregiver behaviors and work environment were not significantly different. (SK)
Halabi, Abdel K.
The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…
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…
Garner, Pamela W.; Carter McLean, Marsha; Waajid, Badiyyah; Pittman, Evelyn R.
The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental,…
Slotte, Virpi; Tynjala, Paivi
Over the past few years developments in higher education have brought us to a position where collaboration between the university and the private sector is becoming more and more common. The industry approach to continuing professional development is based on the needs of acquiring, developing and retaining a skilled and competent workforce.…
Bleich, Michael R
Professional development educators play an important role in advancing leadership development by ensuring a FIT (Fun and Forgiveness, Intelligence and Integrity, Teamwork and Transparency) workforce. This article addresses the complementarity of FIT as an organizing model for leadership development. PMID:26430860
Yuan, Changrong; Wang, Zhihong; Chen, Guoliang; Liu, Lin; Liu, Xiaorong
In 2005, a group of researchers in China decided to compare the development of research in China with that of other countries. This article describes the process the authors used and the prevalent topics for trends and developments. Further ideas for their own professional development in research are defined.
Koster, Bob; Dengerink, Jurrien; Korthagen, Fred; Lunenberg, Mieke
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…
A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development program contradict long-held beliefs…
Jones, R. J.; Vaughan, R. W.; Orell, M. K.; Sheppard, C. H.
Two highly promising approaches to yield autoclavable addition-type polyimides were identified and evaluated in the program. Conditions were established for autoclave preparation of Hercules HMS graphite fiber reinforced composites in the temperature range of 473 K to 505 K under an applied pressure of 0.7 MN/m2 (100 psi) for time durations up to four hours. Upon oven postcure in air at 589 K, composite samples demonstrated high mechanical property retention at 561 K after isothermal aging in air for 1000 hours. Promise was shown for shorter term mechanical property retention at 589 K upon exposure in air at this temperature.
Gargus, Gerald Vincent
This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support
Munro, Kathleen M
This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.
Describes a strategy called a growth contract, with which career counselors can assess the current state of their own career development, determine tangible goals, and devise means of achieving them. (CPAD Network, 1190 South Bascom, Suite 211, San Jose, CA 95128) (SK)
Hodgson, Paula; Wong, Dora
The curriculum for journalism is being forced to change because the traditional print-based and broadcast modes are being challenged by wide and easy access to online mass communication. Primarily, students need to develop proficiency in writing, editing and publishing. However, they are also expected to be skilled in the Web medium as they…
Long, Claudia A.; Terry, Patricia D.
This paper describes the development, operations, and effectiveness of the Principals' Computer Network (PCN)--an experimental program created (1) to allow principals to use their schools' microcomputers to access other principals' solutions to common instructional management problems; (2) to enable principals to request suggestions from their…
Huang, Denise; Cho, Jamie
The data and research findings for this paper were derived from two studies. The first was commissioned to the National Afterschool Partnership (NAP) by the U.S. Department of Education to evaluate effective practices at the 21st Century Community Learning Centers (21st CCLCs). The purpose of this study was to develop resources and professional…
Henry Tomlinson discusses how important it is that leaders of educational organizations know themselves in order to be successful. How that process of self-knowing can be undertaken is carefully developed in the first six chapters through discussion of a variety of approaches for this. The focus is initially very much on personal development…
McCallie, Trey; McKinzie, LeAnn
This paper describes the faculty training model utilized in the development and/or conversion of course materials to be delivered on the World Wide Web. A description of the online learning environment (WTOnline) is provided, as well as the process by which faculty members in the West Texas A&M University College of Education interact with that…
Forisha, Bill E.; Forisha, Barbara E.
Problems of providing effective training for moral development are discussed. Intended for teachers, parents, and education students, the book lends itself easily to application in the classroom. The book is presented in three sections. Section I provides a historical and philosophical perspective on the need for moral education and on basic…
Ruddy, Anne-Maree; Prusinski, Ellen
Drawing on data collected during an evaluation of Indiana schools receiving Title I 1003(g) School Improvement Fund grants in the 2008-2009 school year, this article explores how professional development can be used to support school improvement efforts. This article upholds the conclusion that when activities support the development of a…
Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…
Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla
Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…
Morgan, Arthur; Cullinane, Joanne; Pye, Michael
This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…
Bailey, William J.
Guidelines for developing personnel management programs in private-independent schools are provided in this book. Chapter 1 explains the need for a new perspective on personnel evaluation that encompasses three components: supervision, evaluation, and professional development. Chapter 2 outlines the elements of good instruction, and the third…
Morse, Sheila; And Others
This paper presents a case study of a collaboration between the St. Louis (Missouri) Public Schools and Maryville University (Missouri) to develop an early childhood magnet center and professional development school (PDS), the Wilkinson Early Childhood Magnet School. This school serves a diverse population of children from age 3 through second…
Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel
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…
Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah
Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…
Akkerman, Sanne; Bruining, Ton
This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing…
Allen, James G.; Weaver, Rosa L.
The purpose of this study was to investigate the professional development needs of assistant principals in the northern Kentucky region in preparation for the launch of the Northern Kentucky Assistant Principals' Network, a unique and innovative program to support their leadership development. Using the Educational Leadership Policy Standards:…
Laws, Kevin; Harbon, Lesley; Nguyen, Nam; Trinh, Lap
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…
Author Bob Meyer, head of the Fay School (Texas) compares professional development strategies in his school to programs in other schools, which he feels are mostly prescriptive in nature, and are based on a deficit model--focused on fixing, rather than developing--and, thus, are not always inspiring. Here Meyer describes the professional…
Gagliardi, Anna R.; Wright, Frances C.; Anderson, Michael A. B.; Davis, Dave
Introduction: Many physicians seek information from colleagues over other sources, highlighting the important role of interaction in continuing professional development (CPD). To guide the development of CPD opportunities, this study explored the nature of cancer-related questions faced by general surgeons, and how interaction with colleagues…
Loucks-Horsley, Susan; Hewson, Peter W.; Love, Nancy; Stiles, Katherine E.
This comprehensive guide discusses how to design staff development in science and math. It is tailored specifically to the needs of individual schools or departments. Vignettes from real schools illustrate concepts within the book. The book provides 15 strategies for professional development and describes each one with its underlying assumptions…
Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike
In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre-…
This bibliography on inservice education and professional development in special education lists 364 references grouped into the following categories: general references (82); adult learning (7); needs assessment (12); planning and designing staff development (11); incentives (1); models of inservice and continuing education (33); mentoring…
Durden, Tonia; Mincemoyer, Claudia; Crandall, Leslie; Alviz, Kit; Garcia, Aileen
High-quality family childcare (FCC) can positively influence all areas of a child's growth and development. Thus, it is important to invest in efforts to increase quality, including providing professional development to enhance the skills of those caring for children in their homes. This study explores the characteristics of FCC providers who…
Hoffman, Ellen; Thompson, Ginny
Describes statewide professional development programs in Michigan that were developed to train teachers in technology use. Discusses Teach for Tomorrow, which combines online learning with local facilitators and peer support networks; and the Great Lakes Education Network Best Practices project, which combines lesson plans from the Web with…
Class, Barbara; Schneider, Daniel K.
This research concerns the design, implementation and evaluation of a blended training course for interpreter trainers. Some of the complex issues pertaining to professional development in a rich web-based learner-centered environment are addressed. Findings confirm a socio-constructivist design within which participants developed the expected…
Chesswas, Roger; Keir, Scott S.; Leung, Eunice; Terada, Wayne
The Pacific Communities with High-performance in Literacy Development (Pacific CHILD) Professional Development Model research project was initiated in response to an overwhelming need in PREL's Pacific service region for improvement of teachers' knowledge and instructional practices in early reading. This report examines the question of the…
Vogel, Amber; Muth, Christine
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…
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…
Bishop, Russell; Berryman, Mere
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…
Johnson, Harold A.
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.…
McClurg, Patricia A.; Buss, Alan
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…
Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi
This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…
Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan
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.
Background Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. Objective The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. Methods A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator’s personal social media accounts including Twitter, LinkedIn, and WhatsApp. Results A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Conclusions Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development. PMID:27731855
Michener, Charles D
An account of the development of biological interest, and specifically interest in bees, by Charles D. Michener. Included topics are the role of graduate students and the relationship between behavioral studies and systematics. Sections are (a) upbringing, including initiation of biological interests, (b) early studies of bees, (c) student work at the University of California, Berkeley, (d) work at the American Museum of Natural History and in the U.S. Army, and (e) work at the University of Kansas, especially wild bee behavior and bee systematics.
Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere
Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.
This article provides an overview of approaches to and models of education to assist nurses involved in the delivery of education and continuing professional development. A number of models will be summarised to look at how learning, teaching and assessment can be integrated to benefit the learner, and the benefits this may have in nursing education and continuing professional development courses. The author also considers different domains of learning: cognitive, psychomotor and affective. This article presents the case for considering the constructive alignment of educational content as one means of increasing the likelihood of it being translated into practice.
... 34 Education 1 2011-07-01 2011-07-01 false What is the Professional Development program? 263.1... Development Program § 263.1 What is the Professional Development program? (a) The Professional Development... Professional Development program requires individuals who receive training to— (1) Perform work related to...
As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson
Narayanasamy, Aru; Penney, Vivian
This article presents coaching, which facilitates the highest form of learning, as a potential strategy for promoting professional development in nursing. In doing so, it sets out what coaching is and highlights its benefits in terms of team building, adaptation to changes, career planning and professional development. Having established the rudiments of coaching and identifying its qualities, the article then sets out strategies of coaching using three models: the 3-D Technique Model, The Practice Spiral Model and The Grow Model. Three case histories are presented to explain how these models could be used to implement coaching and personal learning plans (PLP). Directions are provided where training for coaching is available. It is concluded that coaching can be a powerful tool in enhancing nurses' and other health professionals' ability to contribute to the success of healthcare organisations.
McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.
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.
Haug, Carolyn A.; Sands, Deanna Iceman
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…
... 34 Education 1 2013-07-01 2013-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a...
... 34 Education 1 2014-07-01 2014-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a...
Tate, Mary E.
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…
Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco
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…
Every time music educators gather, whether at a national conference or at a local coffee shop, professional development can occur. The common denominator is always communication of ideas and experiences that result in some sort of learning--generally among all parties involved. As such, all school districts should invest in high-quality and…
Neufeld, Barbara; Boris-Schacter, Sheryl
This report focuses on three professional development school (PDS) programs in Massachusetts. The PDS collaborative programs involve the following partners: East Longmeadow High School and University of Massachusetts at Amherst; Devotion School (Brookline) and Wheelock College; and Coolidge Elementary School (Shrewsbury) and Anna Maria College.…
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…
Ekawati, Rooselyna; Lin, Fou-Lai
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…
Graves, Sherryl Browne; Kelly, Mario A.
A technology professional development project with 16 arts and sciences and education faculty members engaged in the preparation of preservice teachers served as the vehicle for pedagogical and curricular reform. The objective of the project is to change the teaching and learning of preservice teachers through the adoption and integration of…
Goos, Merrilyn; Dole, Shelley; Geiger, Vince
In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited access to professional development opportunities. This article reports on a year-long research and development project that provided such opportunities to teachers in ten rural and metropolitan schools in South Australia. Its purpose was to help the teachers plan and implement numeracy strategies across the school curriculum. The project was informed by a new model of numeracy whose elements comprise mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. To investigate the effectiveness of the numeracy model and the professional development approach, data were collected via lesson observations, teacher and student interviews, and written tasks that tracked changes over time in teachers' understanding of numeracy. Most teachers began the project with a concern for improving students' mathematical knowledge or dispositions, but then gradually incorporated other elements of the model into their planning and practice. A case study of an early career teacher in a rural school illustrates one developmental trajectory through the elements of the model. Teachers identified time, openness, collegiality, and accountability as features of the professional development approach that contributed to its effectiveness. Implications for sustainability and scaling up are discussed, especially with reference to supporting teachers in rural schools.
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…
Education Week, 2010
Few in the education field discount the eminently logical idea that teachers should be supported in the continuous improvement of their craft. But as a term for describing ongoing training investments in the teaching force, "professional development" has become both ubiquitous and all but meaningless. Though frequently invoked by lawmakers and…
This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional development programme's impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, "ZDM Int J Math" 43(6/7):875-887, 2011) and innovation research (e.g. Cobb and Smith,…
Basile, Carole G., Ed.
A Professional Development School (PDS) offers unique university-school relationships that can change the culture of learning and add value to students and the community. Initially created in the 1980s, the PDS movement is growing across the country and is now a respected teacher education model. In this book, Carole G. Basile has collected…
Torff, Bruce; Byrnes, Katherine
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…
Daugherty, Jenny L.; Custer, Rodney L.
The design of this study was a multiple case study conducted to examine the knowledge, pedagogical principles, and challenges involved in providing engineering-oriented professional development for teachers at the secondary school level. A set of criteria was used to identify five representative projects for analysis in the US. A variety of tools…
Latchem, Colin; Odabasi, Ferhan H.; Kabakçi, Isil
The following article discusses the worldwide need for professional development in university teaching and the kinds of initiative that are being introduced in some countries. It examines the case for adopting such measures in the Turkish higher education system to ensure quality in all forms of teaching and learning, both on-campus and…
Claesgens, Jennifer; Rubino-Hare, Lori; Bloom, Nena; Fredrickson, Kristi; Henderson-Dahms, Carol; Menasco, Jackie; Sample, James
The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to…
Opfer, V. Darleen; Pedder, David
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…
Phyllis Glink, the executive director of the Irving Harris Foundation, describes the Foundation's strategic approach to grantmaking in the infant and early childhood field. The Harris Professional Development Network evolved out of Irving Harris's growing appreciation for the importance of supporting very young children's mental health and…
Forney, Deanna S.; And Others
Presents the results of the initial stage of research conducted to explore the relationship between burnout and career development professionals through interviews (N=24). Formulates definition of burnout and identifies burnout symptoms and causes. Results pointed out the individualized nature of burnout, both in terms of symptoms/causes and…
Consortium for Policy Research in Education, New Brunswick, NJ.
This policy brief presents excerpts from an article by Judith Warren Little that addresses the problem of the "fit" between current state and local reforms and prevailing approaches to professional development. The brief addresses first five major themes of reform and their implications for teaching. These themes are: reforms in subject matter…
Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…
The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of…
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…
This study was designed to explore and define key factors that deter women from participating in continuing professional development (CPD) in the workplace. Four dimensions of deterrents that are caused by women's social roles, gender inequality and gender dimensions are discussed: family and time constraints, cost and work constraints, lack of…
Silva, Ana Maria; Herdeiro, Rosalinda
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…
Research, such as that collated as part of the New Zealand Ministry of Education's (MoE) Iterative Best Evidence Synthesis (BES), indicates that regular Professional Learning and Development (PLD) for educators can have a positive effect on the quality of teaching and, in turn, on outcomes for diverse students. PLD, though, needs to offer…
Cole, Karen; Simkins, Michael; Penuel, William R.
This article describes and reports evaluation results for five key elements of the Challenge 2000 Multimedia Project's inservice professional development program. The five elements are: (a) Technology Learning Coordinators (a mentoring system), (b) Minigrants (small local grants tied to a planning process for teachers), (c) Partnerships…
This paper reports on the results of a study in which the discourse within 75 professional development school (PDS)-related publications was examined to determine where the power, influence, and representation lies in PDS partnerships, as indicated by how those partnerships are described in writing. The results found that while university faculty…
Thomas, William R.
Whether new to teaching or an experienced veteran, every teacher needs up-to-date training. How can states provide effective, replicable and scalable professional development to over a million teachers in more than 3,400 school districts in Southern Regional Education Board (SREB) states? For many years, states attempted to meet this need with…
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…
This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful--judged…
Boesen, J.; Helenius, O.; Johansson, B.
From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based…
Verhoef, Nellie C.; Coenders, Fer; Pieters, Jules M.; van Smaalen, Daan; Tall, David O.
This study focuses on mathematics teachers' professional development through elements of Japanese lesson study. The teachers designed a research lesson with regard to sense-making of the derivative using the integration of GeoGebra. In the second year of the four-year lesson study project, seven secondary school teachers--from different Dutch…
Kochan, Frances K.
Presents the Professional Development School (PDS) experiences of a participant who was both a school principal and the director/superintendent of a university laboratory school at the beginning, and who is now an Associate Professor and the director of an institute where she facilitates the creation of PDS relationships. (SM)
Monty, Vivienne; Warren-Wenk, P.
Suggests ways in which the Internet can supplement traditional methods of professional development for librarians. Examples include electronic journals, discussion groups, electronic courses, electronic conferences, e-mail, networking, and coauthoring via the Internet. Services listed include Internet directories, education gophers, bibliographic…
Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen
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…
Rives, Megan Bambalis
The purpose of this mixed methods research study was to examine the effectiveness of a professional development approach in increasing the knowledge and use of instructional technology in the classrooms of elementary teachers. The participants were comprised of 14 elementary teachers in a rural public education school district in the southeastern…
Professional development for distance tutors is traditionally delivered through texts or websites, supplemented by face to face workshops. However, one of the major challenges is to ensure that they engage with the materials and carry away something which is of value to their practice. At the Open University (UK) our 8000 tutors work from home,…
Cothern, Thomas Lynn
Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary…
Buczynski, Sandy; Hansen, C. Bobbi
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,…
Boehm, Richard G.; Brysch, Carmen P.; Mohan, Audrey; Backler, Alan
The Gilbert M. Grosvenor Center for Geographic Education, in partnership with the Agency for Instructional Technology, and the National Geographic Education Foundation have embarked on the production of a twenty-two-program, Web-based professional development series for teachers of geography, social studies, and environmental science, titled…
Shoemaker, Susan F.
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…
Bevan, Bronwyn; Xanthoudaki, Maria
Frontline museum floor staff people are critical agents in the field's efforts to catalyze greater community engagement and participation at the intersections of science, art, history, and society. Yet, coming from widely disparate backgrounds and often with little formal professional development in place, many museum-based education practices are…
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…
Aden, Lori Ann Parsley
Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…
Mraz, Maryann; Kissel, Brian; Algozzine, Bob; Babb, Julie; Foxworth, Kimberly
Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach…
Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael
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…
Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana
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…
Taylor, Ann R.; Anderson, Shari; Meyer, Karen; Wagner, Mary Kay; West, Christine
In this action research report 4 teachers and 1 teacher educator use the Japanese lesson study model of professional development for 15 months in rural Carlinville, Illinois. In March 2001, 4 teachers identified a goal to improve their students' understanding of two step word problems in 2nd grade elementary mathematics. Teachers completed three…
Lane, Cristianne; Prokop, Mary Jo Surges; Johnson, Evelyn; Podhajski, Blanche; Nathan, Jane
The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous…
This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue…
Wagner, Diana; Baron, Jessica
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…
This booklet explains the use of "talk story" in professional development (PD) in the Pacific region, explaining that talk story is informal conversation in which collaboration and cooperation are highly regarded. It explains that the purpose of PD is not just to implement isolated instructional innovations, but also to build strong collaborative…
Snyder, Patricia; Hemmeter, Mary Louise; Meeker, Kathleen Artman; Kinder, Kiersten; Pasia, Cathleen; McLaughlin, Tara
Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional…
Corrigan, Diane G.; Weber, Edward J.; Francis, Kiffany
The PDS partnership between the Cleveland State University Master of Urban Secondary Teaching (MUST) program and the Cleveland School of Science and Medicine (CSSM) has an established history of preparing educators to teach in urban schools. Recently awarded the NAPDS Award for Exemplary Professional Development School Achievement, this…
Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan
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…
Kulinna, Pamela Hodges
Study aim: To determine if pupil physical activity and Body Mass Index classifications maintained or improved after a one-year professional development program involving both classroom and physical education teachers. Guskey's model of teacher change guided this study. Material and methods: Indigenous children from ten schools (N = 320) in grades…
Nicolas, Alain; Radja, Katia; Schembri, Patrick
This article is concerned with professional needs emerging from the French labour market and their implications in terms of university training. The authors carry out their analysis by looking at the implications for sustainable development. In particular, the paper emphasizes how educational programmes can be built to provide sustainable…
McNamara, Catherine Louise
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…
Rivera Maulucci, Maria S.; Brotman, Jennie S.; Fain, Shoshana Sprague
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…
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…
Voogt, Joke; Laferrière, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies…
DeJong, P. S.; Shahan, J. C.
An investigation of alternative methods of managing lower division graphics courses is described. Nonexam grading time was reduced to nearly zero, creating time for professional growth, proposal development, and meaningful research. Grade profiles and attitudes of students taking the altered course are discussed. (KR)
Borko, Hilda; Elliott, Rebekah; Uchiyama, Kay
This paper describes the Kentucky Department of Education's (KDE's) multi-faceted approach to professional development and provides evidence for its impact on schools' achievement of the Kentucky Education Reform Act (KERA) goals. Data are drawn from the exemplary case study component of a larger research project. Many Kentucky school districts…
Donelly, Amy; Morgan, Denise N.; Deford, Diane E.; Files, Janet; Long, Susi; Mills, Heidi; Stephens, Diane; Styslinger, Mary
South Carolina Reading Initiative (SCRI), a long-term professional development initiative designed to help teachers investigate research-based literacy practices and helps to build a knowledge base from which to inform instructional decisions. A model that shares stories about literacy coaches as learners and highlight engagements that believe to…
Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford…
Twitter, the micro blogging tool, has seen unprecedented growth in the past year and is expected to continue into the future. Twitter's power, engagement, and popularity lie in its endless networking opportunities. Its potential as a venue for professional growth and development needs to be explored, discussed, and ultimately used as such. A brief…
Carpenter, Jeffrey P.; Krutka, Daniel G.
Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter's role in education, we conducted a survey of K-16 educators regarding their use of the…
Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan
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'…
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…
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,…
Houle, Judith C.
Principals in America's lowest performing urban schools face many challenges, including public scrutiny as a consequence of being identified as such by state and federal legislation. These special circumstances have implications for the professional development of the leaders of these schools. This article chronicles the work of the Connecticut…
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…
Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…
Unger, Kelly L.; Tracey, Monica W.
This article discusses technology integration literature used to guide the design and implementation of a technology professional development intervention (TPDI) for secondary education teachers. Qualitative multiple-case research methods were used to examine teachers' perceptions of the TPDI factors to provide a deeper understanding of which…
Brown, Julie C.; Crippen, Kent J.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students' needs and promotes academic excellence. Although professional development programs can foster science teachers' growth as culturally responsive educators, effective supports to this end are not well…
Steeg, Susanna M.; Lambson, Dawn
This article describes how one elementary school's professional development model helped both new and veteran teachers grow in their knowledge and practice of balanced literacy. Created in partnership between university faculty, school administration, and elementary teachers, this multifaceted whole-school PD effort enabled teachers to learn…
Yuen, L. H.
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…
Fenichel, Emily, Ed.
This issue presents five articles on the theme of professional development of personnel serving infants and toddlers. The papers describe: experiences in the Training of Trainers Intensive Seminar and the City Training of Teams initiatives, an Illinois developmental training and support program, a Canadian 12-month training program, the use of…
Epstein, Ann; Willhite, Gary L.
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…
Armour, Kathleen M.; Makopoulou, Kyriaki
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"…
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…
Kress, Victoria E.; Protivnak, Jake J.
Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student…
Cochrane, Thomas; Narayan, Vickel
This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations…
Holm, Jennifer; Kajander, Ann
Professional learning groups are becoming a popular form of teacher development in mathematics. Due to the personal nature of the groups, as well as differences in initial beliefs and capacity, teachers may respond differently to such opportunities. A total of 14 teachers were observed over a three-year period, and two contrasting participants,…
This action research project targeted teacher absenteeism at professional development events, findings no significant patterns in time of day, location, workshop topic, and teaching level. Instead, a pattern of chronic absenteeism for some individuals was noted. An action plan included increased marketing, communication with individual no-show…
Shaha, Steven; Glassett, Kelly; Copas, Aimee; Huddleston, T. Lisa
Professional development and learning has a long history in seminar-like models, as well as in the more educator-personal delivery approaches. The question is whether an intentionally coordinated, integrated combination of the two PDL approaches will have best impacts for educators as quantified in improved student performance. Contrasts between…
This qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. It also investigates how the learning productions of these experiences were transferred to the participants' home country. Nine American female faculty and…
Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.
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…
McKee, C. William; Johnson, Mitzy; Ritchie, William F.; Tew, W. Mark
During the past four decades, researchers have studied many of the factors contributing to higher education's efforts to provide opportunities of continued professional development for its most important asset: the college and university faculty. This article examines three research projects, detailing their methodology, highlighting selected…
Casteel, Catherine J., Ed.; Ballantyne, Keira Gebbie, Ed.
This monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new…
Democracy requires well-informed citizens, with the habits and mind-set required to maintain a free and self-governing society. Teachers, in turn, are key to establishing those habits of heart and mind on which democracies rely. As such, teachers benefit from exposure to professional development (PD) opportunities that refresh and augment their…
Wong, Pia Lindquist, Ed.; Glass, Ronald David, Ed.
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…