Sample records for professional development focusing

  1. Does It Compute?: A Study of the Long-Term Effects of Professional Development

    ERIC Educational Resources Information Center

    Frederick, Smith R.

    2012-01-01

    Research on professional development for teachers usually focuses on its effects during or immediately after the experience or on teacher's satisfaction with professional development in general. Little research focuses on the lasting impressions and influences. This qualitative study used two focus groups to gather the memories of eleven…

  2. Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders

    ERIC Educational Resources Information Center

    Blank, Rolf K.; de las Alas, Nina

    2010-01-01

    This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on…

  3. Affirm Gender and Sexual Diversity within the School Community

    ERIC Educational Resources Information Center

    Leonardi, Bethy; Staley, Sara

    2015-01-01

    Schools tend to be unsafe, unsupportive places for LGBTQ youth. Generally, teachers and administrators are provided little professional development (professional development) focused on gender and sexual diversity. Efforts to provide educators with gender and sexual diversity-focused professional development are slowly expanding, but still too…

  4. Team-Based Professional Development Interventions in Higher Education: A Systematic Review

    ERIC Educational Resources Information Center

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

    2017-01-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study…

  5. Professional Development: Focusing on Transition. Issue Brief

    ERIC Educational Resources Information Center

    de Azúa, Ramón L.; Keleher, Julia

    2017-01-01

    In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of…

  6. EFL Professional Development: Discussion of Effective Models in Literature

    ERIC Educational Resources Information Center

    Almuhammadi, Anas

    2017-01-01

    This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the "what" question in the programs while the context aims to…

  7. Professional Learning of Instructors in Vocational and Professional Education

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

    2018-01-01

    This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

  8. Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator's Dilemma

    ERIC Educational Resources Information Center

    Desimone, Laura M.; Smith, Thomas M.; Ueno, Koji

    2006-01-01

    Purpose: Policymakers and administrators are increasingly focusing on professional development as a means to improve teaching quality. In this study, the authors examine whether professional development in mathematics is primarily performing an educative function by addressing weak teacher preparation, or a catalytic function by serving mainly…

  9. Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

    PubMed

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

    2017-08-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

  10. Case Study of Science Teachers' Professional Development in Saudi Arabia: Challenges and Improvements

    ERIC Educational Resources Information Center

    Alshehry, Amel

    2018-01-01

    Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting…

  11. The Pitfalls of Focusing on Instructional Strategies in Professional Development for Teachers of English Learners

    ERIC Educational Resources Information Center

    Molle, Daniella

    2013-01-01

    For more than a decade, the professional development literature has shown that most teachers are not adequately prepared to teach English learners (ELs)--that holds true for both specialist and mainstream teachers (see, for example, August & Hakuta, 1997; Beykont, 2002). Research that focuses on professional development for teachers of ELs,…

  12. The Essence of the Principal's Role in a Professional Development School

    ERIC Educational Resources Information Center

    Tilford, Keith L.

    2007-01-01

    My research study explored how principals make sense of their role in a Professional Development School. Previous research related to Professional Development Schools has focused on teachers and university students, while few empirical studies have been focused on principals and the role they play in K-12 and university partnerships. This…

  13. Developing Research Capacity through Professional Training

    ERIC Educational Resources Information Center

    Jacobs, Lynette

    2015-01-01

    This paper reports on a planned, professional, postgraduate diploma that aims to develop educators and education officials professionally towards policy making and at the same time bring about transformation in the students' work environment. In order to focus particularly on this aim and also to instil reflexive practices, we will focus on two…

  14. Team-Based Professional Development Interventions in Higher Education: A Systematic Review

    PubMed Central

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

    2017-01-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level. PMID:28989192

  15. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

    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…

  16. Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

    PubMed

    Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

    2016-03-01

    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. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal

    ERIC Educational Resources Information Center

    Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben

    2017-01-01

    In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national…

  18. Planning for Technology Integration in a Professional Learning Community

    ERIC Educational Resources Information Center

    Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

    2017-01-01

    Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

  19. Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student

    ERIC Educational Resources Information Center

    Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

    2014-01-01

    Context: Professional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level. Objective: Gain insights from the program director at professional master's (PM) athletic training programs on…

  20. Professional Development Initiative. Proposal for Action

    ERIC Educational Resources Information Center

    Center for Child and Family Policy, Duke University (NJ1), 2004

    2004-01-01

    With the support of the Education Cabinet, the Z. Smith Reynolds Foundation launched the Professional Development Initiative in early 2004. The Initiative's Implementation Work Group focused on four key areas to enhance North Carolina's system of professional development for K-12 teachers. Those areas were: (1) Professional Development Online…

  1. Professional Development Planning and Design. Issues in Science Education.

    ERIC Educational Resources Information Center

    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…

  2. Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools

    ERIC Educational Resources Information Center

    Washington, Vanassa

    2016-01-01

    The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in…

  3. Interns' Professional Knowledge and Professional Identity Formation in Online Peer-Led Dialogue

    ERIC Educational Resources Information Center

    Lee, Hyun-Myoung

    2010-01-01

    The purpose of this study was to make interns-central members who directed a change the nature of the conception of professional development in an online peer-led dialogue. My focuses were what pedagogical aspects in an online peer-led dialogue contributed to intern's professional development (i.e., professional knowledge development and…

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

    ERIC Educational Resources Information Center

    Chien, Chin-Wen

    2013-01-01

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

  5. Technology Professional Developer Conceptions and Misconceptions of Knowledge Required for the Educational Technology Specialist Certification, and Their Use of the Elements of Effective Professional Development

    ERIC Educational Resources Information Center

    Marr, John P.

    2011-01-01

    Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In…

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

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

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

  7. Factors Influencing Outcomes from a Technology-Focused Professional Development Program

    ERIC Educational Resources Information Center

    Kanaya, Tomoe; Light, Daniel; Culp, Katherine McMillan

    2005-01-01

    Using survey data, the authors examined the relationship between intensity (as opposed to duration) of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The four participant characteristics chosen were: teachers' feelings of preparedness to support student technology…

  8. Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

    ERIC Educational Resources Information Center

    Foust, Gretchen E.; Goslee, Patricia A.

    2014-01-01

    The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related…

  9. Teacher Professional Learning: Developing with the Aid of Technology

    ERIC Educational Resources Information Center

    Kyprianou, Marianna; Nikiforou, Eleni

    2016-01-01

    Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

  10. Designing Professional Development That Works.

    ERIC Educational Resources Information Center

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  11. Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling

    ERIC Educational Resources Information Center

    Nishimura, Trisha

    2014-01-01

    This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.

  12. Characteristics of Effective Professional Development: A Checklist

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2010-01-01

    This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

  13. Online Professional Development for K-12 Educators: Benefits for School Districts with Applications for Community College Faculty Professional Development

    ERIC Educational Resources Information Center

    Fenton, Celeste; Watkins, Brenda Ward

    2007-01-01

    Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an…

  14. Professional Development Programmes for Teachers in the Northern Territory of Australia: Enablers and Inhibiters for Success in Two Aspirant Leadership Programmes

    ERIC Educational Resources Information Center

    Speering, Glen

    2016-01-01

    Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A…

  15. Developing Critical Reflection in Professional Focused Doctorates: A Facilitator's Perspective

    ERIC Educational Resources Information Center

    Sambrook, Sally; Stewart, Jim

    2008-01-01

    Purpose: This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design/methodology/approach: The paper draws on empirical research…

  16. Results of a Practicum Offering Teaching-Focused Graduate Student Professional Development

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Penn, John H.; Withers, Michelle

    2014-01-01

    Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

  17. Improving Primary Teachers' Attitudes toward Science by Attitude-Focused Professional Development

    ERIC Educational Resources Information Center

    van Aalderen-Smeets, Sandra I.; van der Molen, Juliette H. Walma

    2015-01-01

    This article provides a description of a novel, attitude-focused, professional development intervention, and presents the results of an experimental pretest-posttest control group study investigating the effects of this intervention on primary teachers' personal attitudes toward science, attitudes toward teaching science, and their science…

  18. Understanding Undergraduate Professional Development Engagement and Its Impact

    ERIC Educational Resources Information Center

    Blau, Gary; Snell, Corinne M.

    2013-01-01

    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…

  19. Faculty Professional Development for Quality Online Teaching

    ERIC Educational Resources Information Center

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    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…

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

    ERIC Educational Resources Information Center

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

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

  1. A Study of the Factors and Conditions Associated with Graduate Enrollment Management Practitioners' Participation in Professional Development

    ERIC Educational Resources Information Center

    Balayan, Ariana

    2016-01-01

    This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners' participation in professional development (PD) activities. The sample consisted of members of a professional association, the National Association of Graduate Admissions Professionals (NAGAP), focused solely on…

  2. An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

    ERIC Educational Resources Information Center

    Garcia Arriola, Alfonso

    2017-01-01

    In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on…

  3. Authentic Professional Development

    ERIC Educational Resources Information Center

    Kenneson, Paula M.

    1999-01-01

    Choosing Higher Options in Community Education (CHOICE) Alternative School is devoted to professional development. This report documents the need for and planning of sustained and supported professional development for 4 staff members at the CHOICE Alternative School in Jamestown, New York. There was no focused plan or vision for staff development…

  4. Preschool Teachers' Attitudes toward Internet Applications for Professional Development in Taiwan

    ERIC Educational Resources Information Center

    Chen, Ru-Si

    2016-01-01

    This study focuses on preschool teachers' attitudes toward integrated Internet applications for professional development by a survey in Taiwan. The researcher developed a survey questionnaire consisting of five factors: usefulness, effectiveness, behavioral intention, Internet connection, and professional competence. This study analyzed the survey…

  5. Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

    ERIC Educational Resources Information Center

    Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

    2013-01-01

    The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…

  6. Becoming a Good Doctor: Perceived Need for Ethics Training Focused on Practical and Professional Development Topics

    ERIC Educational Resources Information Center

    Roberts, Laura W.; Warner, Teddy D.; Green Hammond, Katherine A.; Geppert, Cynthia M. A.; Heinrich, Thomas

    2005-01-01

    Objective: Ethics training has become a core component of medical student and resident education. Curricula have been developed without the benefit of data regarding the views of physicians-in-training on the need for ethics instruction that focuses on practical issues and professional development topics. Methods: A written survey was sent to all…

  7. Essential Elements in a Professional Learning and Development Programme: A New Zealand Case Study of Autism Professional Development to Promote Collaborative Practices

    ERIC Educational Resources Information Center

    Bevan-Brown, Jill; Bourke, Roseanna; Butler, Philippa; Carroll-Lind, Janis; Kearney, Alison; Mentis, Mandia

    2012-01-01

    Professional learning and development (PD) programmes play an important role in improving professionals' ability to teach and provide for the children and young people they work with. This article reviews literature relating to components considered important to successful general and autism spectrum disorder (ASD)-focused PD. It then describes…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Mushayikwa, Emmanuel; Lubben, Fred

    2009-01-01

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

  10. Instructional Technology Professional Development Evaluation: Developing a High Quality Model

    ERIC Educational Resources Information Center

    Gaytan, Jorge A.; McEwen, Beryl C.

    2010-01-01

    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…

  11. Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism

    ERIC Educational Resources Information Center

    Colmer, Kaye

    2017-01-01

    This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to…

  12. Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.

    ERIC Educational Resources Information Center

    Norton, Priscilla; Sprague, Debra

    Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.…

  13. Teachers as Learners: What Makes Technology-Focused Professional Development Effective?

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2011-01-01

    Prompted by calls for research on technology-focused professional development, this article investigates how learning communities influence secondary English teachers' use of digital tools. Findings from this year-long study in the United States indicate that the ways in which technology is integrated within the English curriculum are still very…

  14. Supporting the Professional Development of Foreign Language Graduate Students: A Focus on Course Development and Program Direction

    ERIC Educational Resources Information Center

    Enkin, Elizabeth

    2015-01-01

    The 2007 Modern Language Association report spurred research regarding the professional development of foreign language graduate students. This article first reviews existing proposals for the professional development of graduate students, then addresses the relevance of helping graduate students to develop the knowledge and skills that are needed…

  15. Assessment Literacy for Teachers: Faddish or Fundamental?

    ERIC Educational Resources Information Center

    Popham, W. James

    2009-01-01

    In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to…

  16. Professional Development for Technology-Enhanced Inquiry Science

    ERIC Educational Resources Information Center

    Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C.

    2011-01-01

    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…

  17. Professional Development: A Skills Approach to a Writing Workshop

    ERIC Educational Resources Information Center

    Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

    2014-01-01

    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…

  18. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

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

  19. Evaluation of a Multicomponent Online Communication Professional Development Program for Early Interventionists

    ERIC Educational Resources Information Center

    Brown, Jennifer A.; Woods, Juliann J.

    2012-01-01

    Collaborative early intervention (EI) service delivery is enhanced by professional development focused on knowledge and skills in the content and process of delivering services. This article describes a multicomponent online professional development course designed to build infant toddler specialists' capacity to support children with…

  20. 78 FR 41924 - Privacy Act of 1974; System of Records-Impact Evaluation of Math Professional Development

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-12

    ... DEPARTMENT OF EDUCATION Privacy Act of 1974; System of Records--Impact Evaluation of Math... ``Impact Evaluation of Math Professional Development'' (18-13-35). The National Center for Education...-focused math professional development (PD) program on teacher knowledge, teacher practices, and student...

  1. Job-Embedded Professional Development Policy in Michigan: Can It Be Successful?

    ERIC Educational Resources Information Center

    Owens, Michael A.; Pogodzinski, Ben; Hill, William E.

    2016-01-01

    This paper evaluates Michigan's recently implemented job-embedded professional development policy using criteria of relevance, focus, goal orientation and social scope. The authors assert that while Michigan's policy does address all four criteria detailing effective professional development, there are limitations in the policy that may impact the…

  2. Collaboration and Self-Regulation in Teachers' Professional Development

    ERIC Educational Resources Information Center

    Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly

    2004-01-01

    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,…

  3. Teachers' Perceptions of Online Professional Development in Literacy

    ERIC Educational Resources Information Center

    Garbe, Amber Yudchitz

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Bertram, Kathryn Berry

    2010-01-01

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

  5. Reforming Professional Development: Focusing on Teachers' Practices

    ERIC Educational Resources Information Center

    Leach, Laura M.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Beavers, Amy

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Mantei, Jessica; Kervin, Lisa

    2011-01-01

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

  8. Local Strategies: Creating and Nurturing Collaborative Communities of Practice

    ERIC Educational Resources Information Center

    Bauer, Denise; Beaulieu, Elizabeth; Wobbe, Kristin

    2017-01-01

    Creating meaningful professional development opportunities for general education faculty can be particularly challenging at professionally-focused institutions where teaching liberal arts courses is sometimes viewed merely as a service requirement. Committing to sustained professional development for general education faculty can lead to…

  9. Professional Identity Formation and the Clinician-Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines.

    PubMed

    Rosenblum, Norman D; Kluijtmans, Manon; Ten Cate, Olle

    2016-12-01

    The clinician-scientist role is critical to the future of health care, and in 2010, the Carnegie Report on Educating Physicians focused attention on the professional identity of practicing clinicians. Although limited in number, published studies on the topic suggest that professional identity is likely a critical factor that determines career sustainability. In contrast to clinicians with a singular focus on clinical practice, clinician-scientists combine two major disciplines, clinical medicine and scientific research, to bridge discovery and clinical care. Despite its importance to advancing medical practice, the clinician-scientist career faced a variety of threats, which have been identified recently by the 2014 National Institutes of Health Physician Scientist Workforce. Yet, professional identity development in this career pathway is poorly understood. This Perspective focuses on the challenges to the clinician-scientist's professional identity and its development. First, the authors identify the particular challenges that arise from the different cultures of clinical care and science and the implications for clinician-scientist professional identity formation. Next, the authors synthesize insights about professional identity development within a dual-discipline career and apply their analysis to a discussion about the implications for clinician-scientist identity formation. Although not purposely developed to address identity formation, the authors highlight those elements within clinician-scientist training and career development programs that may implicitly support identity development. Finally, the authors highlight a need to identify empirically the elements that compose and determine clinician-scientist professional identity and the processes that shape its formation and sustainability.

  10. Plan for Your Professional Development. Module LT-E-3 of Category E--Professional and Staff Development. Competency-Based Vocational Education Administrator Module Series.

    ERIC Educational Resources Information Center

    Puleo, Nancy F.; And Others

    This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of professional and staff development. The purpose of the module is to help administrators to analyze their professional needs and to devise and implement…

  11. Using Professional Development to Achieve Classroom Reform and Science Proficiency: An Urban Success Story from Southern Nevada, USA

    ERIC Educational Resources Information Center

    Crippen, Kent J.; Biesinger, Kevin D.; Ebert, Ellen K.

    2010-01-01

    This paper provides a detailed description and evaluation of a three-year professional development project in a large urban setting in the southwestern United States. The impetus for the project was curriculum development focused on integrated scientific inquiry. Project goals included the development of a professional learning community, reformed…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  13. The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice

    ERIC Educational Resources Information Center

    Park, Hye Jin; Roberts, Kelly; Delise, Danielle

    2017-01-01

    The authors conducted professional development (PD) for university personnel, focused on Universal Design for Instruction (UDI), over three days during a summer institute. The UDI-focused PD provided 20 hours of training across six content areas: (a) UDI, (b) accessible distance education and assistive technology, (c) student and faculty rights…

  14. Counseling the Linguistically and Culturally Diverse Student: Meeting School Counselors' Professional Development Needs

    ERIC Educational Resources Information Center

    Schwallie-Giddis, Pat; Anstrom, Kristina; Sanchez, Patricio; Sardi, Victoria A.; Granato, Laura

    2004-01-01

    This study used qualitative methods to investigate the challenges and professional development needs of elementary and secondary school counselors who work with linguistically and culturally diverse students and families, and their perceptions of the impact of a 9-month professional development program focused on improving school counselors'…

  15. Issues and Challenges in Financing Professional Development in Education.

    ERIC Educational Resources Information Center

    Cohen, Carol E.

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report reflects and summarizes what the Finance Project learned during the planning year about both traditional systems of professional development and reform efforts and how they are financed, focusing on…

  16. Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

    ERIC Educational Resources Information Center

    Davis, Catherine Hofius

    2014-01-01

    Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

  17. Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

    ERIC Educational Resources Information Center

    Heflinger, Craig Anne; Doykos, Bernadette

    2016-01-01

    The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in…

  18. Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

    ERIC Educational Resources Information Center

    Gonczi, Amanda L.; Maeng, Jennifer L.; Bell, Randy L.; Whitworth, Brooke A.

    2016-01-01

    This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics.…

  19. Professional Development Leadership and the Diverse Learner. Issues in Science Education.

    ERIC Educational Resources Information Center

    Rhoton, Jack, Ed.; Bowers, Patricia, Ed.

    This book focuses on the professional development of teachers and discusses issues related to science education reform. The content of the book is divided into two parts. Part 1, Professional Development: Implications for Science Leadership, chapters include: (1) "The Role of the Science Leader in Implementing Standards-Based Science Programs"…

  20. Flipped Professional Development: An Innovation in Response to Teacher Insights

    ERIC Educational Resources Information Center

    Hardin, Brooke L.; Koppenhaver, David A.

    2016-01-01

    This article reports on a study of K-12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty-six participants voluntarily enrolled in one or more of three professional development courses. Findings address teacher evaluation of the efficacy of both the structure and the content of the…

  1. INTERACT: Building a Virtual Community of Practice to Enhance Teachers' Intercultural Professional Development

    ERIC Educational Resources Information Center

    Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis

    2018-01-01

    This project focuses on the design and implementation of an online professional development platform tailored to teachers' needs to improve and promote their intercultural knowledge. Drawing upon the framework of virtual communities of practice, the project escapes from traditional professional development programmes. Although a total of 103…

  2. Mathematics Teachers' Take-Aways from Morning Math Problems in a Long-Term Professional Development Project

    ERIC Educational Resources Information Center

    Sevis, Serife; Cross, Dionne; Hudson, Rick

    2017-01-01

    Considering the role of mathematics-focused professional development programs in improving teachers' content knowledge and quality of teaching, we provided teachers opportunities for dealing with mathematics problems and positioning themselves as students in a large-scale long-term professional development (PD) project. In this proposal, we aimed…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

    Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  5. Challenges in Japanese Teachers' Professional Development: A Focus on an Alternative Perspective

    ERIC Educational Resources Information Center

    Arani, Mohammad Reza Sarkar; Matoba, Masami

    2006-01-01

    In this paper we examine challenges of Japanese teachers' professional development which points to the essential change in in-service teacher training programs. Emphasis is placed here on an integrated model for professional development that should be deliberately designed to assist teacher training to construct an understanding of the spirit of…

  6. PDLE: Extending Provisional Contributions. Volume 2

    ERIC Educational Resources Information Center

    Murphey, Tim, Ed.

    2003-01-01

    Focusing on midcareer professionals, this second volume includes descriptive accounts of professional development opportunities designed specifically so that language teachers can reinvigorate their teaching and remain on the path of lifelong learning. Due to the amount of development that comes from collaboration with other professionals, this…

  7. Teamwork on Assessments Creates Powerful Professional Development

    ERIC Educational Resources Information Center

    McTighe, Jay; Emberger, Marcella

    2006-01-01

    Teacher collaboration is a powerful form of professional learning. One focus for collaborative efforts is designing assessments. When teachers design assessments, give each other feedback through peer reviews, evaluate student work, and plan together for improvement, they are engaged in highly effective professional development. Assessments have…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. Engineering the Future.

    ERIC Educational Resources Information Center

    Finniston, Monty

    1985-01-01

    Describes several key characteristics of professionalism and an engineering education curriculum which focuses on developing professionalism. The entrance course, teaching design, structured training, and continuing development are among the curricular areas addressed. (JN)

  10. Doing Institutional Research: A Focus on Professional Development. Papers from the Annual Meeting of the North East Association for Institutional Research (9th, Durham, New Hampshire, October 17-19, 1982).

    ERIC Educational Resources Information Center

    Green, Diana M., Ed.

    Institutional research that focuses on professional development is addressed in 35 papers from the 1982 meeting of the North East Association for Institutional Research. Titles and authors include the following: "Modeling College Student Adjustment and Retention for the Individual Institution" (Norman D. Aitken); "The Development Saga of an…

  11. Using focus groups to guide development of a public health Web site.

    PubMed

    Henner, Terry A; Charles, Patricia

    2002-01-01

    This paper explores a project funded through the National Network of Libraries of Medicine to enhance effective use of the Internet by public health professionals. The processes and outcome of an effort to develop a statewide Web site for public health professionals are described. A series of focus groups was conducted as a preliminary data-gathering tool to evaluate the information needs of the target population. Results of the focus group provided a valuable framework upon which to build a successful schema for Web site development.

  12. Race-Conscious Professionalism and African American Representation in Academic Medicine.

    PubMed

    Powers, Brian W; White, Augustus A; Oriol, Nancy E; Jain, Sachin H

    2016-07-01

    African Americans remain substantially less likely than other physicians to hold academic appointments. The roots of these disparities stem from different extrinsic and intrinsic forces that guide career development. Efforts to ameliorate African American underrepresentation in academic medicine have traditionally focused on modifying structural and extrinsic barriers through undergraduate and graduate outreach, diversity and inclusion initiatives at medical schools, and faculty development programs. Although essential, these initiatives fail to confront the unique intrinsic forces that shape career development. America's ignoble history of violence, racism, and exclusion exposes African American physicians to distinct personal pressures and motivations that shape professional development and career goals. This article explores these intrinsic pressures with a focus on their historical roots; reviews evidence of their effect on physician development; and considers the implications of these trends for improving African American representation in academic medicine. The paradigm of "race-conscious professionalism" is used to understand the dual obligation encountered by many minority physicians not only to pursue excellence in their field but also to leverage their professional stature to improve the well-being of their communities. Intrinsic motivations introduced by race-conscious professionalism complicate efforts to increase the representation of minorities in academic medicine. For many African American physicians, a desire to have their work focused on the community will be at odds with traditional paths to professional advancement. Specific policy options are discussed that would leverage race-conscious professionalism as a draw to a career in academic medicine, rather than a force that diverts commitment elsewhere.

  13. Professional Development Processes That Promote Teacher Change: The Case of a Video-Based Program Focused on Leveraging Students' Mathematical Errors

    ERIC Educational Resources Information Center

    Santagata, Rossella; Bray, Wendy

    2016-01-01

    This study examined processes at the core of teacher professional development (PD) experiences that might positively impact teacher learning and more specifically teacher change. Four processes were considered in the context of a PD program focused on student mathematical errors: analysis of students' mathematical misconceptions as a lever for…

  14. Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts

    ERIC Educational Resources Information Center

    Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry

    2011-01-01

    This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school…

  15. Exploring the Multimedia Landscape from a Training and Professional Development Perspective.

    ERIC Educational Resources Information Center

    Fankhauser, Rae; Lopaczuk, Helmut

    The move by training and educational institutions in Australia toward the use of multimedia to facilitate effective and cost effective training and professional development has grown at a substantial pace. This paper focuses on the impact of multimedia on the areas of training and professional development. Benefits of the technology are described,…

  16. Using Learning Trajectories for Teacher Learning to Structure Professional Development

    ERIC Educational Resources Information Center

    Bargagliotti, Anna E.; Anderson, Celia Rousseau

    2017-01-01

    As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design…

  17. The New Agent: A Qualitative Study to Strategically Adapt New Agent Professional Development

    ERIC Educational Resources Information Center

    Baker, Lauri M.; Hadley, Gregg

    2014-01-01

    The qualitative study reported here assessed the needs of agents related to new agent professional development to improve the current model. Agents who participated in new agent professional development within the last 5 years were selected to participate in focus groups to determine concerns and continued needs. Agents enjoyed networking and…

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

    ERIC Educational Resources Information Center

    Guo, Karen Liang; Yong, Yan

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  20. Evaluation of a District-wide Inservice Professional Development Program for Teaching Science: Challenges Faced and Lessons Learned.

    ERIC Educational Resources Information Center

    Dass, Pradeep Maxwell

    1999-01-01

    Nationwide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. Discusses a formative evaluation of the implementation of the Collier Chautauqua Program (CCP) which focuses on teacher enhancement resulting from participation in…

  1. Improving Young English Learners' Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick

    2018-01-01

    Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

  2. Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

    ERIC Educational Resources Information Center

    Eliahoo, Rebecca

    2017-01-01

    At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

  3. Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

    ERIC Educational Resources Information Center

    Collins, Linda J.; Liang, Xin

    2014-01-01

    Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

  4. Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice

    ERIC Educational Resources Information Center

    Liu, Katrina; Miller, Richard; Jahng, Kyung Eun

    2016-01-01

    Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and…

  5. Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

    NASA Astrophysics Data System (ADS)

    Morris, A. R.; Charlevoix, D. J.

    2016-12-01

    The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

  6. A Professional Practice Portfolio for Quality Learning

    ERIC Educational Resources Information Center

    Jones, Elizabeth

    2010-01-01

    This article focuses on the extent to which a portfolio may address the challenges of assessment for quality learning in professional education programmes. A four-year action research study investigated the development and implementation of a portfolio for the assessment of practice in a professional development programme preparing special…

  7. Scaling up Professional Learning: Technical Expectations and Adaptive Challenges

    ERIC Educational Resources Information Center

    Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

    2017-01-01

    In order to be effective, professional development efforts are most promising if they are context specific and focus on supporting collaboration. Increasingly, schools initiate professional development with small groups of teachers, with the intention that the effects of the initiatives will spill over to other school personnel. This study follows…

  8. Quantitative Measurement of Critical Thinking Skills in Novice and Experienced Physical Therapists

    ERIC Educational Resources Information Center

    Mulhall, Michele L.

    2011-01-01

    Critical thinking skills (CTS) have been emphasized in educational curricula and professional development of physical therapists. Studies assessing the measurement and development of CTS in healthcare professionals have primarily focused on students enrolled in professional phases of allied health educational programs. Despite the breadth of…

  9. Leadership and the Professional Learning Community

    ERIC Educational Resources Information Center

    Gaspar, Sandra

    2010-01-01

    The purpose of this study was to describe the transformation of one small, rural school district's professional development program. The study focused on the actions that school leaders took to replace a traditional, workshop-based program that was deemed ineffective with a new professional development model. The new model was designed to create…

  10. Doctoral Student Learning and Development: A Shared Responsibility

    ERIC Educational Resources Information Center

    Bair, Carolyn R.; Haworth, Jennifer Grant; Sandfort, Melissa

    2004-01-01

    Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and…

  11. Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development

    ERIC Educational Resources Information Center

    Covay Minor, Elizabeth; Desimone, Laura; Caines Lee, Jade; Hochberg, Eric D.

    2016-01-01

    In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle…

  12. Exploring Middle School Teachers' Perceptions and Applications of a Site-Based, Technology-Related Professional Development Program Focused on Interactive Whiteboards and Classroom Response Systems

    ERIC Educational Resources Information Center

    Desai, Shreya J.

    2012-01-01

    This qualitative study examined five middle school teachers' perceptions of a site-based, technology-related professional development (TRPD) program focused on the interactive whiteboard (IWB) and the classroom response system (CRS) and the practices implemented in the teachers' classrooms as a result of participation in the TRPD…

  13. Develop a Professional Learning Plan

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

    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…

  14. Using Coaching as a Professional Development Modality to Train Teachers in the Use of Evidence-Based Practices for Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Hollins, Samantha Marsh

    2013-01-01

    Professional development for teachers currently working in the classroom is an important focus of educational programs and school systems. Continuous professional development is especially important for special education teachers to maintain current information related to strategies and supports that are effective in educating students with…

  15. Different Approaches to the Professional Development of Principals: A Comparative Study of New Zealand and Singapore

    ERIC Educational Resources Information Center

    Retna, Kala S.

    2015-01-01

    One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The…

  16. Impact of a Sustained Job-Embedded Professional Development Program on Classroom Technology Integration

    ERIC Educational Resources Information Center

    Grashel, Mark A.

    2014-01-01

    The purpose of this single case study was to examine a grant-funded program of professional development (PD) at a small rural high school in Ohio. Evidence has shown that the current model of technology professional development in-service sessions has had little impact on classroom technology integration. This PD program focused on 21st Century…

  17. How Does a Co-Learner Delivery Model in Professional Development Affect Teachers' Self-Efficacy in Teaching Mathematics and Specialized Mathematics Knowledge for Teaching?

    ERIC Educational Resources Information Center

    Ribeiro, John J.

    2009-01-01

    The National Mathematics Advisory Panel, established under the Bush Administration, was created to improve teaching and learning of mathematics in the United States. One component of the study was focused on teachers and professional development opportunities. They found that the majority of professional development studies available were mostly…

  18. Developing a Parent-Professional Team Leadership Model in Group Work: Work with Families with Children Experiencing Behavioral and Emotional Problems

    ERIC Educational Resources Information Center

    Ruffolo, Mary C.; Kuhn, Mary T.; Evans, Mary E.

    2006-01-01

    Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from…

  19. 77 FR 45944 - Final Priorities and Definitions; State Personnel Development Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-02

    ... designed broadly to focus on the effective and efficient delivery of professional development using... development. For example, some commenters recommended including references to universal design for learning... culturally competent, provided the project is designed to improve professional development in this area...

  20. Professional Learning in Higher Education: Making Good Practice Relevant

    ERIC Educational Resources Information Center

    Daniels, Jeannie

    2017-01-01

    Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

  1. Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol.

    PubMed

    Rolls, Kaye; Hansen, Margaret; Jackson, Debra; Elliott, Doug

    2016-06-13

    Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding "why" they join, as most research has focused on the perspective of "posters," who form a minority of members. Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals' social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods.

  2. "Looking and Feeling the Part": Developing Aviation Students' Professional Identity through a Community of Practice

    ERIC Educational Resources Information Center

    O'Brien, Wendy; Bates, Paul

    2015-01-01

    For students entering a profession with a strong vocational focus, the development of professional identity and attributes are important components of successful professional practice. Familiarity with the norms and culture of a specific profession are not often addressed within normal curricula contexts of undergraduate degrees. At Griffith…

  3. Developing Mission-Focused Outcomes for a Professional Conference: The Case of the National Conference on Geography Education

    ERIC Educational Resources Information Center

    Waite, Jacqueline L.; Hume, Susan E.

    2017-01-01

    Conferences are principal mechanisms for professional organizations to advance their missions. Conference evaluations can measure mission-related outcomes in order to gauge an organization's impact on the professional growth and development of its community and other stakeholders. Using data from two recent conference evaluations, this article…

  4. Teacher Activist Organizations and the Development of Professional Agency

    ERIC Educational Resources Information Center

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

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

  5. An Evaluation of a Professional Learning Network for Computer Science Teachers

    ERIC Educational Resources Information Center

    Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

    2017-01-01

    This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers…

  6. Developing Continuing Professional Education in the Health and Medical Professions through Collaboration

    ERIC Educational Resources Information Center

    Tisdell, Elizabeth J.; Wojnar, Margaret; Sinz, Elizabeth

    2016-01-01

    This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

  7. Using communication technology to support professional development in teaching science

    NASA Astrophysics Data System (ADS)

    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 follow-up to on-site professional development. Consistent access to the Internet was problematic for teachers in rural and under-served areas.

  8. Educational Programs for Intelligence Professionals.

    ERIC Educational Resources Information Center

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  9. Creating and Sustaining a Collaborative Culture: Lee Richmond School Improved Instruction by Creating a Culture Where It Is Good to Question Instructional Practices and Commit to Finding Answers Together

    ERIC Educational Resources Information Center

    Akhavan, Nancy

    2005-01-01

    Creating and sustaining a collaborative culture takes work, effort and focus. If professional development delivered in the classrooms is to be successful, the focus and practice must become part of the school culture (Danielson, 2002). Providing in-classroom professional development has been the key to instructional reform at Lee Richmond…

  10. An Evaluation of Professional Development on Using Student Response Systems and Interactive Whiteboards for Formative Assessment in the Middle Schools of a Southeastern School District

    ERIC Educational Resources Information Center

    Fuller, Julia Susanne

    2011-01-01

    The purchase of 21st-century technologies for each middle school teacher in my school system coinciding with a historic lack of significant professional development in technology integration provided the impetus for the study. To address the problem, professional development focused on helping teachers use student response systems and mobile…

  11. The Impact of Professional Learning Communities on Student Achievement

    ERIC Educational Resources Information Center

    DiNardo, Lynne M.

    2010-01-01

    Professional learning communities (PLC) are one strategy aimed at facilitating teacher professional development, with a focus on increasing student achievement. This mixed methods study investigated the impact of professional learning on student achievement. A total of 6 teachers and 121 students recruited from the third and fifth grades of a…

  12. The Future of Faculty Development: Where Are We Going?

    ERIC Educational Resources Information Center

    Austin, Ann E.; Sorcinelli, Mary Deane

    2013-01-01

    Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

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

    ERIC Educational Resources Information Center

    Pella, Shannon

    2011-01-01

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

  14. Characteristics of Highly Talented International Business Professionals Defined: Qualitative Study among International Business Professionals

    ERIC Educational Resources Information Center

    van Heugten, Petra; Heijne-Penninga, Marjolein; Paans, Wolter; Wolfensberger, Marca

    2016-01-01

    Purpose: The purpose of this paper is to explore the characteristics of talent in relation to international business to facilitate selection and development of talent in human resources (HR) and human resource development (HRD). Design/methodology/approach: A mixed method design was used: focus groups with business professionals to identify the…

  15. Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers

    ERIC Educational Resources Information Center

    Fraser-Abder, Pamela

    2005-01-01

    Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the…

  16. Extension's Capacity to Deliver Quality Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Durden, Tonia R.; Mincemoyer, Claudia C.; Gerdes, Jennifer; Lodl, Kathleen

    2013-01-01

    In recent years much attention has focused on the role of enhancing a teacher's professional knowledge and skills in helping to improve the quality of early care experiences for young children birth-5. In the study reported here, an environmental scan of the early childhood professional development programs offered within the Extension system…

  17. Saudi Continuous Professional Development and Leadership Skills Awareness

    ERIC Educational Resources Information Center

    Alsughayyer, Arwa

    2016-01-01

    Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…

  18. Professional development needs of nurse managers.

    PubMed

    Miltner, Rebecca S; Jukkala, Angela; Dawson, Martha A; Patrician, Patricia A

    2015-06-01

    Nurse managers have a key role in creating positive work environments where safe, high-quality care is consistently provided. This requires a broad range of skills to be successful within today's complex health care environment; however, managers are frequently selected based on their clinical expertise and are offered little formal preparation for this leadership role. We conducted three focus groups with 20 nurse managers to understand their professional development needs. Transcripts were analyzed using conventional content analysis. Three themes emerged: Managing Versus Leading, Gaining a Voice, and Garnering Support. Managers focused on daily tasks, such as matching staffing to patient needs. However, the data suggested gaps in foundational management skills, such as understanding organizational behavior, use of data to make decisions, and refined problem-solving skills. Professional development activities focusing on higher level leadership competencies could assist managers to be more successful in this challenging, but critical, role. Copyright 2015, SLACK Incorporated.

  19. The Possibilities for University-Based Public-Good Professional Education: A Case-Study from South Africa Based on the "Capability Approach"

    ERIC Educational Resources Information Center

    McLean, Monica; Walker, Melanie

    2012-01-01

    The education of professionals oriented to poverty reduction and the public good is the focus of the article. Sen's "capability approach" is used to conceptualise university-based professional education as a process of developing public-good professional capabilities. The main output of a research project on professional education in…

  20. Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

    PubMed

    Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

    2014-05-10

    The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

  1. Thoughts on the Professionalization and Industrialization of Social Work in China

    ERIC Educational Resources Information Center

    Feng, Cui

    2013-01-01

    China's economic and social development requires professional social work. To achieve the professionalization of social work in China, we must focus on its indigenization, change the function of mass organizations, and improve the professional quality of existing social work personnel. We must also pay attention to promoting social work theory and…

  2. Professional Role Expectations and Related Feelings When Solving Pedagogical Dilemmas: A Comparison of Pre- and In-Service Teachers

    ERIC Educational Resources Information Center

    Toompalu, Aivi; Leijen, Äli; Kullasepp, Katrin

    2017-01-01

    This study investigated teachers' professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers' communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity…

  3. Development of a strategic model for integrating complementary medicines into professional pharmacy practice.

    PubMed

    Ung, Carolina Oi Lam; Harnett, Joanna; Hu, Hao

    2017-08-03

    Traditional medicine (TM) and complementary medicine (CM) products have played an increasingly important role in the business of pharmacy for over two decades in a number of countries. With a focus on the quality use of all medicines including complementary medicines, there have been a number of initiatives to encourage the integration of TM/CM products into professional practice. Recent studies report that many of the barriers that prevent such integration remain. To explore the pharmacists' perspective regarding how barriers to the integration of TM/CM products into the professional practice of pharmacy could be resolved. Purposive sampling and snowballing were used to recruit 11 registered pharmacists who had worked in community pharmacy for a minimum of 6 months to participate in one of 3 focus groups. Focus group questions informed by previous studies, explored participants' perspectives on the actions required to support professional services related to TM/CM products. Pharmacists proposed that five key stakeholders (professional pharmacy organizations, universities, government, pharmacy owners, and pharmacists) enact 4 developments that require a collaborative effort ("education and training", "building the evidence base", "developing reliable and accessible information resources", and "workplace support for best practice"). Manufacturers of TM/CM products were not identified by pharmacists as collaborators in these developments. Collectively, the findings from this study support a strategic model to guide the integration of TM/CM products into the professional practice of pharmacy. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol

    PubMed Central

    Hansen, Margaret; Jackson, Debra; Elliott, Doug

    2016-01-01

    Background Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding “why” they join, as most research has focused on the perspective of “posters,” who form a minority of members. Objective Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). Methods A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. Results At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. Conclusions This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals’ social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods. PMID:27296929

  5. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    ERIC Educational Resources Information Center

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  6. Learning to Teach with the Web: Factors Influencing Teacher Education Faculty

    ERIC Educational Resources Information Center

    Grant, Michael M.

    2004-01-01

    Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with…

  7. Effect of Teachers' Professional Development from Mathforward™ on Students' Math Achievement

    ERIC Educational Resources Information Center

    Hill, Kristina K.; Bicer, Ali; Capraro, Robert M.

    2017-01-01

    MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student…

  8. Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics

    ERIC Educational Resources Information Center

    Palmér, Hanna; Björklund, Camilla

    2017-01-01

    This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this…

  9. Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

    ERIC Educational Resources Information Center

    Justice, Nicola

    2007-01-01

    Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content…

  10. An Industry-Sponsored, School-Focused Model for Continuing Professional Development of Technology Teachers

    ERIC Educational Resources Information Center

    Engelbrecht, Werner; Ankiewicz, Piet; de Swardt, Estelle

    2007-01-01

    Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD)…

  11. Professional Task-Based Curriculum Development for Distance Education Practitioners at Master's Level: A Design-Based Research

    ERIC Educational Resources Information Center

    Feng, Xiaoying; Lu, Guangxin; Yao, Zhihong

    2015-01-01

    Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last…

  12. An assessment of professional development for astronomy and physics faculty: Expanding our vision of how to support faculty's learning about teaching

    NASA Astrophysics Data System (ADS)

    Olmstead, Alice Rose

    In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

  13. The Career Advancement for Registered Nurse Excellence Program.

    PubMed

    Fusilero, Jane; Lini, Linda; Prohaska, Priscilla; Szweda, Christine; Carney, Katie; Mion, Lorraine C

    2008-12-01

    Nurse administrators focus on factors that influence nurses' levels of satisfaction to reduce turnover and improve retention. One important determinant of nurses' satisfaction is the opportunity for professional development. On the basis of feedback from the nurses, a professional development program, Career Advancement for Registered Nurse Excellence, was instituted. The authors describe one approach to create opportunities to improve professional nurse development and the necessity for ongoing assessment of its impact on nurses' job satisfaction.

  14. Building professional competence in dental hygiene students through a community-based practicum.

    PubMed

    Yoon, M N; Compton, S M

    2017-11-01

    As Canadians age, there is an increased need for oral health professionals specializing in services for this unique population. Dental hygiene students require exposure to this population to develop professional competencies. This study investigated the dimensions of professional competence that were developed through a practicum for dental hygiene students in long-term care settings while working with older adults. Nine dental hygiene students were recruited across two cohorts. All students completed reflective journals describing their practicum experiences. Five students also participated in an audio-recorded focus group and completed a pre-focus group questionnaire. Additionally, the practicum course coordinator completed an audio-recorded interview. Transcripts and journals were coded using a constant comparative approach and themes were identified. Students described developing client-focused skills, such as effective verbal and non-verbal communication with older adults with dementia. Context-based learning was also a large part of the competency development for the practicum students. Understanding the care environment within which these residents lived helped students to understand and empathize why oral health may not be prioritized. Students also developed an understanding of the work of other health professionals in the settings and improved their abilities to communicate with other healthcare providers. However, students recognized that the utility of those interprofessional skills in private practice may be limited. Dental hygiene students developed personal and ethical competencies during practicum that are highly transferrable across professional settings. Exposure of students to older adult populations in long-term care may increase the likelihood of dental hygienists working in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  15. PHOTON2: A web-based professional development model for photonics technology education

    NASA Astrophysics Data System (ADS)

    Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

    2004-10-01

    In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

  16. Focusing on the Interactive Development of Secondary School Teachers' Knowledge of Mathematical Statements

    ERIC Educational Resources Information Center

    Levenson, Esther; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy; Barkai, Ruthi; Tabach, Michal

    2012-01-01

    This paper focuses on the first session of a professional development course revolving around the topic of mathematical statements and their appropriate proving methods. It analyzes the interactive development of the teachers' knowledge by focusing on the relation between the mathematical statements, the instructor, and the teachers. Different…

  17. Using Cultural Historical Activity Theory to Examine How Teachers Seek and Share Knowledge in a Peer-to-Peer Professional Development Network

    ERIC Educational Resources Information Center

    Trust, Torrey

    2017-01-01

    Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has…

  18. An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

    ERIC Educational Resources Information Center

    Thomas-Brown, Karen; Shaffer, LaShorage; Werner, Sharon

    2016-01-01

    This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used…

  19. Knock, Knock, May I Come In? An Integrative Perspective on Professional Development Concerns for Home Visits Conducted by Teachers

    ERIC Educational Resources Information Center

    Jiles, Tywanda

    2015-01-01

    This article address home visits and the professional development needs of teachers who perform visits. The author writes from a practitioner's point of view, focusing on training needs for providers. The author argues that training and preparation for conducting home visits is needed to equip professionals with the skills needed to execute this…

  20. In Their Own Voices: Faculty Developers' Perceptions of Their Professional Identity and Knowledge Acquisition Strategies

    ERIC Educational Resources Information Center

    Shaffer, Christine E.

    2011-01-01

    As colleges and universities increase the focus on student learning, faculty development has taken a more prominent role in higher education (Barr & Tagg, 1995; Fink, 2003; Lieberman & Guskin, 2002). While a significant body of work on the practice of faculty development exists, research on faculty developers as professionals is limited. Several…

  1. The Virtual University Becomes a Reality

    ERIC Educational Resources Information Center

    West, Paul G.

    2007-01-01

    This article describes a network among the Commonwealth's 28 smallest countries created to enhance the professional capacity of educators, developing new course materials, and enabling the transfer of courses and qualifications across borders. The focus is on topics such as entrepreneurship, tourism, professional development of educators, life…

  2. Moving toward Teamwork through Professional Development Activities

    ERIC Educational Resources Information Center

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    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…

  3. Always Growing

    ERIC Educational Resources Information Center

    Pierce, Dennis

    2017-01-01

    Ongoing professional development is critical even for the very top executives at community colleges. While many community college systems focus on the onboarding of new presidents, professional learning should be a never-ending process. The best institutions recognize this and devote time and resources to the continuing development of their…

  4. Implementing Teacher Evaluation: Lattice of Leadership

    ERIC Educational Resources Information Center

    Derrington, Mary Lynne

    2016-01-01

    This case study describes how all leaders in one elementary school focused their collective work implementing a dramatically changed, state-mandated teacher-evaluation system. The article describes how multiple leaders created new professional development structures based on staff feedback and adapted exiting professional development structures to…

  5. Professional Learning: Lessons for Supervision from Doctoral Examining

    ERIC Educational Resources Information Center

    Wisker, Gina; Kiley, Margaret

    2014-01-01

    Most research into research supervision practice focuses on functional, collegial or problematic power-related experiences. Work developing the supervisory role concentrates on new supervisors, and on taught development and support programmes. Most literature on academics' professional learning concentrates on learning to be a university teacher…

  6. A qualitative exploration of the factors influencing the job satisfaction and career development of physiotherapists in private practice.

    PubMed

    Davies, J M; Edgar, S; Debenham, J

    2016-09-01

    The aim of this study was to investigate factors contributing to job satisfaction at different career stages, among private practice physiotherapists in Australia. Qualitative case study design utilising focus groups. Sixteen participants allocated to 3 focus groups: new graduates (n = 6), post graduates (n = 5) and practice owners (n = 5). Focus groups were transcribed verbatim and a thematic analysis was undertaken to determine themes and subthemes from each focus group. The key themes identified within each focus group included the role of peer support and mentoring, professional development, professional relationships, new graduate employment issues and career pathways within private practice. In particular, issues surrounding the new graduate experience in private practice were explored, with all groups noting lack of support and financial pressures were of concern. Findings demonstrated that new graduates are underprepared to work in private practice and modifications to the delivery of peer support, mentoring and professional development is required. Key recommendations include physiotherapy undergraduate program reform to reflect industry requirements in private practice, an increase in private practice clinical placement numbers, as well as streamlining the physiotherapy profession to improve career development pathways. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. "It's More than Stick and Rudder Skills": An Aviation Professional Development Community of Practice

    ERIC Educational Resources Information Center

    Bates, P.; O'Brien, W.

    2013-01-01

    In Australian higher education institutions, benchmarks have been directed at developing key competencies and attributes to facilitate students' transition into the workforce. However, for those students whose degree has a specific vocational focus, it is also necessary for them to commence their professional development whilst undergraduates.…

  8. Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research

    ERIC Educational Resources Information Center

    Manduca, Cathryn A.

    2017-01-01

    Science, technology, engineering, and mathematics (STEM) higher education is in need of improved teaching methods to increase learning for all students. Faculty professional development programs are a widespread strategy for fostering this improvement. Studies of faculty development programs have focused on program design and the impact of…

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

    ERIC Educational Resources Information Center

    Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

    2014-01-01

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

  10. Discussing Science in Professional Learning Communities

    ERIC Educational Resources Information Center

    Harris, Emily; Rosenman, Amelia

    2017-01-01

    Teachers who participate in the Teacher Institute on Science and Sustainability (TISS) at the California Academy of Sciences commit to intensive professional development--that is, two two-week summer sessions, four evening workshops, and four Professional Learning Community (PLC) meetings throughout each school year--focused on creating more…

  11. Application of E-Portfolio System to Enhance Teacher Professional Development

    ERIC Educational Resources Information Center

    Liao, Chin-Wen

    2011-01-01

    This study focuses on the meaning, applications and future development of e-teaching portfolios as an attempt to highlight the important role it plays in the "post-modern teaching practice mode". For the purpose of enhancing teacher professional development, application of the teaching portfolio system in the post-modern teacher qualification…

  12. Technology Professional Development and Instructional Technology Integration among Part-Time Faculty at Illinois Community Colleges

    ERIC Educational Resources Information Center

    Roohani, Behnam

    2014-01-01

    This study focused on exploring Illinois community college faculty development coordinators' perceptions about how they are implementing faculty technology professional development programs and providing technical support for part-time faculty in the Illinois community college systems. Also examined were part-time faculty perceptions of the degree…

  13. Development and validation of a professionalism assessment scale for medical students

    PubMed Central

    Klemenc-Ketis, Zalika; Vrecko, Helena

    2014-01-01

    Objectives To develop and validate a scale for the assess-ment of professionalism in medical students based on students' perceptions of and attitudes towards professional-ism in medicine. Methods This was a mixed methods study with under-graduate medical students. Two focus groups were carried out with 12 students, followed by a transcript analysis (grounded theory method with open coding). Then, a 3-round Delphi with 20 family medicine experts was carried out. A psychometric assessment of the scale was performed with a group of 449 students. The items of the Professional-ism Assessment Scale could be answered on a five-point Likert scale. Results After the focus groups, the first version of the PAS consisted of 56 items and after the Delphi study, 30 items remained. The final sample for quantitative study consisted of 122 students (27.2% response rate). There were 95 (77.9%) female students in the sample. The mean age of the sample was 22.1 ± 2.1 years. After the principal component analysis, we removed 8 items and produced the final version of the PAS (22 items). The Cronbach's alpha of the scale was 0.88. Factor analysis revealed three factors: empathy and humanism, professional relationships and development and responsibility. Conclusions The new Professionalism Assessment Scale proved to be valid and reliable. It can be used for the assessment of professionalism in undergraduate medical students. PMID:25382090

  14. English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2014-01-01

    Prompted by calls for research on technology-focused professional development, this ethnographic case study investigates how teachers' participation in learning communities may influence technology integration within the secondary English curriculum. In this article, I draw on educational psychology, cognitive anthropology, and sociolinguistics to…

  15. Strategies for Improving Power in Cluster Randomized Studies of Professional Development

    ERIC Educational Resources Information Center

    Kelcey, Ben; Spybrook, Jessaca; Zhang, Jiaqi; Phelps, Geoffrey; Jones, Nathan

    2015-01-01

    With research indicating substantial differences among teachers in terms of their effectiveness (Nye, Konstantopoulous, & Hedges, 2004), a major focus of recent research in education has been on improving teacher quality through professional development (Desimone, 2009; Institute of Educations Sciences [IES], 2012; Measures of Effective…

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

    ERIC Educational Resources Information Center

    Boston, Melissa D.

    2013-01-01

    This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…

  17. Professional Development of Sustainability Competences in Higher Education

    ERIC Educational Resources Information Center

    Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

    2017-01-01

    Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

  18. The Role of Inter-Professional Collaboration in Developing Inclusive Education: Experiences of Teachers and Occupational Therapists in Slovenia

    ERIC Educational Resources Information Center

    Suc, Lea; Bukovec, Boris; Karpljuk, Damir

    2017-01-01

    This was the first qualitative study of the inclusion of children with special needs into regular schools in Slovenia that focused on inter-professional collaboration and its contributions to the inclusion process. Focus groups and individual interviews were conducted with primary school teachers (N = 36) and occupational therapists (N = 9) to…

  19. Professional Learning Communities: Keeping the Focus on Instructional Practice

    ERIC Educational Resources Information Center

    Spencer, Elizabeth J.

    2016-01-01

    The inclusion of professional learning community (PLC) groups is now a common initiative in many districts across the country. While this step supports the professional development of teachers, an effective PLC program must go beyond just bringing colleagues together during a common time. The author recommends organizational structures for schools…

  20. Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms

    ERIC Educational Resources Information Center

    Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd

    2017-01-01

    Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with…

  1. Rethinking Classroom Observation

    ERIC Educational Resources Information Center

    Grimm, Emily Dolci; Kaufman, Trent; Doty, Dave

    2014-01-01

    If your professional learning seems stalled, maybe you could put yourself and your colleagues in the driver's seat of professional development. The authors describe a professional learning approach that gives teachers both a say in what they focus their learning on and a chance to practice and refine teaching strategies that they hope to…

  2. Developing and pilot testing a comprehensive health literacy communication training for health professionals in three European countries.

    PubMed

    Kaper, Marise S; Sixsmith, Jane; Koot, Jaap A R; Meijering, Louise B; van Twillert, Sacha; Giammarchi, Cinzia; Bevilacqua, Roberta; Barry, Margaret M; Doyle, Priscilla; Reijneveld, Sijmen A; de Winter, Andrea F

    2018-01-01

    Skills to address different health literacy problems are lacking among health professionals. We sought to develop and pilot test a comprehensive health literacy communication training for various health professionals in Ireland, Italy and the Netherlands. Thirty health professionals participated in the study. A literature review focused on evidence-informed training-components. Focus group discussions (FGDs) explored perspectives from seventeen professionals on a prototype-program, and feedback from thirteen professionals following pilot-training. Pre-post questionnaires assessed self-rated health literacy communication skills. The literature review yielded five training-components to address functional, interactive and critical health literacy: health literacy education, gathering and providing information, shared decision-making, enabling self-management, and supporting behaviour change. In FGDs, professionals endorsed the prototype-program and reported that the pilot-training increased knowledge and patient-centred communication skills in addressing health literacy, as shown by self-rated pre-post questionnaires. A comprehensive training for health professionals in three European countries enhances perceived skills to address functional, interactive and critical health literacy. This training has potential for wider application in education and practice in Europe. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. The mediating effects of coping strategies on the relationship between secondary traumatic stress and burnout in professional caregivers in the UAE.

    PubMed

    Hamid, Abdalla A R M; Musa, Saif A

    2017-02-01

    Professional caregivers dealing with traumatized victims or mental health clients are at increased risk for developing the same symptoms as persons who are exposed directly to the trauma. This research was aimed at examining the relationship between secondary traumatic stress, burnout and coping strategies in 502 professional caregivers who work in schools, hospitals, charity institutes and welfare centers in the United Arab Emirates (UAE). A further aim was to test the mediating effect of coping on the relationship between burnout and secondary traumatic stress. Measures used in this study were the Professional Quality of Life Questionnaire (ProQOL), The General Health Questionnaire (GHQ-28), The Maslach Burnout Inventory: Human Services Survey (MBI-HSS) and Endler and Parker's Coping Inventory. Task-focused coping, personal accomplishment and compassion satisfaction were negatively associated with secondary traumatic stress. Burnout, emotion-focused and distraction coping were positively related to secondary traumatic stress. Coping partially mediated the relationship between burnout and secondary traumatic stress. There were also significant gender differences in depersonalization and distraction coping. Efforts need to focus on improvement of caregivers' work environments, enhancing their coping skills and professional development.

  4. An Eclectic Professional Development Proposal for English Language Teachers (Una propuesta ecléctica de formación docente para profesores de inglés)

    ERIC Educational Resources Information Center

    Chaves, Orlando; Guapacha, Maria Eugenia

    2016-01-01

    This article reports a mixed-method research project aimed at improving the practices of public sector English teachers in Cali (Colombia) through a professional development program. At the diagnostic stage surveys, documentary analysis, and a focus group yielded the teachers' profile and professional needs. The action phase measured the program's…

  5. The role of Society for Adolescent Health and Medicine in training of health professionals.

    PubMed

    Ford, Carol A

    2016-08-01

    The Society for Adolescent Health and Medicine (SAHM) was created by health professionals committed to identifying and better addressing the health needs of adolescents and young adults, and this work has continued for nearly 50 years. The society initially focused primarily on clinical education, but has evolved to include educational activities providing clinical, research, policy, advocacy, and professional development content. Strategies have included high-quality annual meetings designed to meet the educational needs of its multi-disciplinary membership, publishing an internationally recognized journal, and developing strategic collaborations to advocate for legitimacy of the field and reform in health profession education. Historically, SAHM has been most successful at increasing specialized training in the United States among physicians, and primarily pediatricians, likely driven by the nuances of the development of adolescent medicine in this country. Successes are often linked to strategic collaborations with other professional organizations, and have been facilitated by federally funded initiatives to improve adolescent and young adult health. Recent efforts to improve professional training are focused on the use of technology, and SAHM is also currently exploring strategies to directly reach adolescents, young adults, and their parents. As the society becomes increasingly multidisciplinary and international, members have extraordinary opportunities to learn from each other, build upon lessons learned, and collaborate. Descriptions of the history of SAHM's training-focused efforts, selected highlights, and current priorities will be used to illustrate this long-standing commitment to the training of health professionals.

  6. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

    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.

  7. An Examination of Teacher Leaders' and Teachers' Perceptions of the Trainer of Trainer Model of Professional Development

    ERIC Educational Resources Information Center

    Hobbs, Shandar Nicole Armstrong

    2017-01-01

    The practice of using teacher leaders to support and develop teachers from within the educational organization is gaining support from research. The Trainer of Trainers (TOT) model of professional development is one practice used to develop educators. This study focused on the perceptions of teacher leaders within the TOT model. Teachers'…

  8. Peer coaching as a technique to foster professional development in clinical ambulatory settings.

    PubMed

    Sekerka, Leslie E; Chao, Jason

    2003-01-01

    Few studies have examined how peer coaching is an effective educational and development technique in contexts outside the classroom. This research focused on peer coaching as a platform to study the process of professional development for physicians. The purpose was to identify perceived benefits coaches received from a coaching encounter and how this relates to their own process of professional development. Critical incident interviews with 13 physician coaches were conducted and tape recorded. Themes were identified using a thematic analysis technique. Themes emerged clustering around two distinct benefit orientations. Group 1, reflection and teaching coaches, tended to focus on others and discuss how positively they experienced the encounter. Group 2, personal learning and change coaches, expressed benefits along more personal lines. Peer coaching contributes to physicians' professional development by encouraging reflection time and learning. Peer coaching affords positive impact to those who coach in addition to those who receive the coaching. The two clusters of benefits support the performance, learning, and development theory in that there are multiple modes to describe adult growth and development. Programs of this type should be considered in medical faculty development activities associated with medical education.

  9. Design and Implementation of a Professional Development Course Series.

    PubMed

    Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

    2017-12-01

    Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

  10. Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

    ERIC Educational Resources Information Center

    Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

    2014-01-01

    Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

  11. Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program

    ERIC Educational Resources Information Center

    Van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2014-01-01

    This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16 elementary…

  12. Educational Leaders as Moral Leaders: The Value of Virtue.

    ERIC Educational Resources Information Center

    Growe, Roslin

    This essay examines the nature of morality and professional judgment from the perspective of executive and administrative decision making. The central focus includes matters on moral development as related to the professional training of administrators. A conceptual framework of moral development in making moral decisions begins with an…

  13. Applying the Design Framework to Technology Professional Development

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2013-01-01

    Building on contemporary research on teacher professional development, this study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  15. An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development

    ERIC Educational Resources Information Center

    Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela

    2015-01-01

    This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…

  16. Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation

    ERIC Educational Resources Information Center

    Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'

    2016-01-01

    Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…

  17. Breathing the Professional Development School Spirit into All Schools.

    ERIC Educational Resources Information Center

    Parsons, Beverly; Renyi, Judith

    1999-01-01

    Examines findings from work the National Foundation for the Improvement of Education has conducted with schools and teachers' associations nationwide to suggest ways that Professional Development Schools could improve results for teachers in schools. The paper focuses on incorporating peer assistance, using teachers' associations as collaborators,…

  18. A Graduate Dean Looks at Fund Raising.

    ERIC Educational Resources Information Center

    Gordon, Robert E.

    Perspectives on institutional fund raising or resource development are offered by a graduate dean. The focus is funding provided by individuals, foundations, and corporations. It is suggested that this effort must be a total institutional effort organized by professionals and best conducted by an a mixture of resource development professional,…

  19. K-12 Teacher Participation in Online Professional Development

    ERIC Educational Resources Information Center

    McNamara, Catherine Louise

    2010-01-01

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

  20. Understanding Inservice Science Teachers' Needs for Professional Development

    ERIC Educational Resources Information Center

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

    2015-01-01

    Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers'…

  1. Professional Development in Relational Learning Communities: Teachers in Connection. Practitioner Inquiry Series

    ERIC Educational Resources Information Center

    Raider-Roth, Miriam B.

    2016-01-01

    In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a…

  2. Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach

    ERIC Educational Resources Information Center

    Stewart, Victoria; Campbell, Matthew; Wheeler, Amanda J.

    2016-01-01

    Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for…

  3. Professional Development Programs and English Language Instructors: A Critical-Postmodern Study

    ERIC Educational Resources Information Center

    Arikan, Arda

    2004-01-01

    In this completed qualitative dissertation research, the nature of the relationship between professional development programs (in-service training programs) and English language instructors was studied with a critical postmodern lense focusing on the narratives of nine English language instructors on their experiences in their professional…

  4. Professional Development Programs and English Language Instructors: A Critical-Postmodern Study

    ERIC Educational Resources Information Center

    Arikan, Arda

    2004-01-01

    In this completed qualitative dissertation research, the nature of the relationship between professional development programs (in-service training programs) and English language instructors was studied with a critical postmodern lens focusing on the narratives of nine English language instructors on their experiences in their professional…

  5. Emerging Considerations for Professional Development Institutes for Science Teachers

    ERIC Educational Resources Information Center

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

    2004-01-01

    This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research:…

  6. Modeling Teacher Professional Development Through a Telescope Making Workshop

    NASA Astrophysics Data System (ADS)

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

    2010-08-01

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

  7. The Impact of Quality Matters Professional Development on Teaching across Delivery Formats

    ERIC Educational Resources Information Center

    Kearns, Lorna R.; Mancilla, Rae

    2017-01-01

    This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…

  8. A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

    ERIC Educational Resources Information Center

    Ma, Ning; Xin, Shuang; Du, Jia-Yuan

    2018-01-01

    Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized…

  9. The Use of Training Days: Finding Time for Teachers' Professional Development

    ERIC Educational Resources Information Center

    Bubb, Sara; Earley, Peter

    2013-01-01

    Background: Professional development is widely recognised as crucial to an organisation's success so the time devoted to it needs to be used well. Finding time for training and development is frequently noted by school staff as a barrier preventing them from taking up developmental opportunities. The focus of this paper is on a specific time…

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

    ERIC Educational Resources Information Center

    Fickel, Letitia Hochstrasser; Jones, Ken

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

  11. From Professional Development to Classroom Instruction: Addressing Issues Related to Science Inquiry Discourse

    ERIC Educational Resources Information Center

    Oliveira, Alandeom W.

    2009-01-01

    In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated as part of the SMIT'N program, specifically addressing issues raised by van Zee with regard to the institute's overall format, goals and development strategies. Next, I resort to Peter Medawar's metaphorical view of…

  12. An Overview of the Naval Enlisted Professional Development Information System (NEPDIS). Focus on the Trained Person.

    ERIC Educational Resources Information Center

    Ansbro, Thomas M.

    This is the first in a series of reports describing the origin, development, and applications of the Naval Enlisted Professional Development Information System (NEPDIS). The NEPDIS was designed to be a fully computerized information assembly and analysis system that would eventually support manpower, personnel, and training management. This report…

  13. Professional Development that Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2012-01-01

    This study examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. Focusing on supporting young children's peer social competence as a common interest, preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site…

  14. Developing Empirical Benchmarks of Teacher Knowledge Effect Sizes in Studies of Professional Development Effectiveness

    ERIC Educational Resources Information Center

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

    2013-01-01

    Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to…

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

    NASA Astrophysics Data System (ADS)

    Patahuddin, Sitti Maesuri

    2013-12-01

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

  16. What advice is given to newly qualified doctors on Twitter? An analysis of #TipsForNewDocs tweets.

    PubMed

    Rashid, Mohammed Ahmed; McKechnie, Doug; Gill, Deborah

    2018-07-01

    Twitter is a social media platform on which users post very brief messages that can be rapidly communicated across wide geographical areas and audiences. Many doctors use Twitter for personal as well as professional communications and networking. The #TipsForNewDocs hashtag is used on Twitter to give advice to newly qualified doctors as they commence their careers. This study explores the nature and focus of such advice. An analysis of Twitter activity containing the #TipsForNewDocs hashtag was performed using Symplur health care analytics software. Tweets sent during a peak 48-hour period in 2016 (immediately preceding the first day of work for newly qualified UK doctors) were studied. The geographical locations and professional backgrounds of participants were categorised and the content of tweets was subjected to thematic analysis. During 1 and 2 August 2016, 661 unique #TipsForNewDocs tweets were posted. A total of 621 (94.0%) were posted by people in the UK; 522 (79.0%) were posted by doctors, and the remainder by allied health care professionals and patients. The majority of included tweets focused on aspects of professional development, improving personal or professional knowledge, particularly tacit knowledge, and developing 'know-how'. These aspects of professional knowledge have previously been described as fundamental to professional education and training. However, a significant subset of tweets focused on accelerating socialisation into the profession, an essential step in joining a professional community. The tweets relating to socialisation were often humorous and colloquial in nature. Despite their brief and often jocular nature, #TipsForNewDocs tweets provided meaningful advice for newcomers to the profession, often focusing on tacit learning and professional socialisation. Hashtag-driven enquiries can be a valuable and time-efficient way of accessing and sharing tacitly held knowledge. Social media content analysis can provide valuable insights into key educational issues. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  17. Using Professional Learning Communities to Bolster Comprehension Instruction

    ERIC Educational Resources Information Center

    Dougherty Stahl, Katherine A.

    2015-01-01

    High-level comprehension instruction is the focus of the Common Core State Standards in English Language Arts. However, it has been a challenge for states to provide the professional development (PD) needed to support teachers' implementation of the CCSS. Professional learning communities (PLC) are a means of providing school-embedded PD to…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  19. Segments and Stutters: Early Years Teachers and Becoming-Professional

    ERIC Educational Resources Information Center

    Fairchild, Nikki

    2017-01-01

    There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of…

  20. A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach.

    PubMed

    Peeters, Michael J; Vaidya, Varun A

    2016-06-25

    Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education's (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students' professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)-an assessment of pharmacists' professional development. Results. Qualitatively, students' development reflections described growth through this course series. Quantitatively, the 2015 PharmD class's DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series.

  1. Pre-Service Teachers' Perceptions of Co-Teaching of Professional Development School Teachers and University Faculty

    ERIC Educational Resources Information Center

    King-McKenzie, Ethel; Delacruz, Stacy; Bantwini, Bongani; Bogan, Barry

    2013-01-01

    classroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching used in…

  2. Working to define professionalism in pediatric anesthesiology: a qualitative study of domains of the expert pediatric anesthesiologist as valued by interdisciplinary stakeholders.

    PubMed

    Lockman, Justin L; Schwartz, Alan Jay; Cronholm, Peter F

    2017-02-01

    Unprofessional behavior is a significant problem throughout graduate medical education programs and medical centers. Some authors have suggested that professionalism curricula should be focused toward faculty, not trainees, to interrupt the modeling of unprofessionalism. Developing such curricula requires a needs assessment and is challenging given data indicating that the definition of professionalism varies based on medical specialty. Thus, a specialty-specific definition of professionalism is needed as a first step in any curriculum development. The aim of this study was to define professionalism in pediatric anesthesiology. This is a qualitative study using focus groups for data collection and a grounded theory approach for analysis. Four relevant stakeholder groups, pediatric surgeons and endoscopists, perioperative nurses, pediatric anesthesiologists, and parents of children who had undergone surgery at our facility, were recruited for participation. De-identified transcripts were analyzed and coded to derive major domains and component themes relevant to the definition of professionalism for pediatric anesthesiology. Member checking with participants from our stakeholder groups was used to validate thematic development and increase the trustworthiness of our findings. Focus group participants included 20 individuals, 14 of whom were female. Analysis of transcripts identified 11 major domains across the four groups: Patient Ownership, Specialty Expertise, Continuous Team Improvement, Expressive Communication, Active Listening, Care Coordination, Medical Hierarchy, Leadership, Teamwork, Personality Traits, and Physical Image. The data uncovered several controversies for future study. A composite of these 11 domains may give a more complete image of what surgical and nursing colleagues, patient families, and anesthesiologist partners expect of the pediatric anesthesiologist. Despite some overlap and interdependence between domains, this research may contribute to the creation of future educational curricula and provides domains for evaluation of professionalism in pediatric anesthesiology. © 2017 John Wiley & Sons Ltd.

  3. The Impact of a Professional Development Model for a Mobilized Science Curriculum: A Case Study of Teacher Changes

    ERIC Educational Resources Information Center

    Looi, Chee-Kit; Sun, Daner; Kim, Mi Song; Wen, Yun

    2018-01-01

    Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the…

  4. Mentoring for Business Engagement as Continuing Professional Development of University Academic Staff

    ERIC Educational Resources Information Center

    Helyer, Ruth; Lee, Dionne

    2012-01-01

    This paper reports an innovative continuing professional development (CPD) project for academic staff in a UK university. The aim of the project is to develop academics' skills in relating to the business environment. The project has a number of strands, but the principal focus of this paper is upon a mentoring initiative. Much CPD in universities…

  5. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    ERIC Educational Resources Information Center

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  6. Measuring the Effectiveness of Professional Development in Early Literacy: Lessons Learned. PREL Research Brief

    ERIC Educational Resources Information Center

    Hammond, Ormond

    2005-01-01

    This Research Brief focuses on the methodology used to measure professional development (PD) effectiveness. It examines the needs that generated this research, what PREL did to meet those needs, and lessons that have been learned as a result. In particular, it discusses the development of a new instrument designed to measure the quality of PD as…

  7. Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Szidon, Katherine; Ruppar, Andrea; Smith, Leann

    2015-01-01

    Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for…

  8. Elements Affecting the Development of Professional Learning Communities in Schools

    ERIC Educational Resources Information Center

    Schaap, Harmen; de Bruijn, Elly

    2018-01-01

    This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and…

  9. A Phenomenological Exploration of Superintendents' and Principals' Experiences in a Shared Professional Development Process

    ERIC Educational Resources Information Center

    Severson, John R.

    2013-01-01

    For this qualitative study, I explored and described how superintendents and principals interpreted and experienced a sustained professional development process focusing on instruction and student learning, a form of Elmore's Superintendents in the Classroom (SITC) Network. Specifically, I examined how the addition of principals in the SITC…

  10. Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

    ERIC Educational Resources Information Center

    Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

    2016-01-01

    This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

  11. Evidence-Based Professional Development of Science Teachers in Two Countries

    ERIC Educational Resources Information Center

    Harrison, Christine; Hofstein, Avi; Eylon, Bat-Sheva; Simon, Shirley

    2008-01-01

    The focus of this collaborative research project of King's College London, and the Weizmann Institute, Israel is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development (CPD) programmes that lead…

  12. Popcorn and a Movie--Opening Diversity Conversations across the State

    ERIC Educational Resources Information Center

    Ingram, Patreese D.

    2013-01-01

    Building the cultural competencies of Extension educators to work effectively with increasingly diverse audiences has become an important goal and a timely focus for professional development. Yet reduced budgets and reductions in staff are challenging the ability to provide professional development in the traditional face-to-face delivery method.…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  14. Evaluating Teachers' Professional Development Initiatives: Towards an Extended Evaluative Framework

    ERIC Educational Resources Information Center

    Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben

    2018-01-01

    Evaluating teachers' professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an…

  15. Monitoring and Stimulating Development of Integrated Professional Skills in University Study Programmes

    ERIC Educational Resources Information Center

    Wahlgren, Marie; Ahlberg, Anders

    2013-01-01

    In Swedish higher education, quality assurance mainly focuses on course module outcomes. With this in mind we developed a qualitative method to monitor and stimulate progression of learning in two modularized engineering study programmes. A set of core professional values and skills were triangulated through interviews with students, teachers,…

  16. Multidisciplinary Professional Learning Communities in a Public High School: An Action Research Study

    ERIC Educational Resources Information Center

    Finch, Jeffrey A.

    2017-01-01

    During professional development time in secondary schools, teachers often engage in peer exchanges that can have positive influence on instruction and learning, but often this time is focused within departmental groupings on content development without an emphasis on how to improve instruction through a more diverse student lens. This research…

  17. The Design, Implementation, and Formative Evaluation of a Classroom Aide Professional Development Training Program

    ERIC Educational Resources Information Center

    Dulfer, Katherine J.

    2013-01-01

    This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

  18. Combining Emerging Technology and Writing across the Curriculum: Professional Development that Works!

    ERIC Educational Resources Information Center

    Hampson, Margaret P.; Hearron, Tom; Noggle, Mary

    2009-01-01

    Though Writing Across the Curriculum is not a new concept, Caldwell Community College and Technical Institute offers a two-semester professional development program that combines this instructional approach with emerging technology. Though this program focuses on the use of writing to enhance student learning, this training format can be…

  19. Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

    ERIC Educational Resources Information Center

    Sparrow, Len; Frid, Sandra

    2003-01-01

    This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations,…

  20. Professional Development of Secondary Science Teachers of English Learners in Immigrant Communities

    ERIC Educational Resources Information Center

    Manzo, Rosa D.; Cruz, Lisceth; Faltis, Christian; de la Torre, Adela

    2011-01-01

    This is a research study of secondary science teacher professional development, in which 30 teachers learned about and implemented a series of teaching strategies aimed at increasing the participation and learning of English Learners in schools serving largely Latino immigrant communities within California's Central Valley. This study focuses on…

  1. Mediating Artifact in Teacher Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2015-01-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

  2. A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment

    ERIC Educational Resources Information Center

    Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine

    2015-01-01

    This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…

  3. Self-Discovery and Professional Development.

    ERIC Educational Resources Information Center

    Margolin, Edythe

    This paper explores the role of self discovery in the early stages of caregiver professional development, with a focus on the array of choices available to university students. The assumption is that many people do not know their repertoire of skills until asked to complete a project requiring those skills; thus, "the heart of becoming a…

  4. Workplace Performance-PLUS: Empowerment and Voice through Professional Development and Democratic Processes in Health Care Training

    ERIC Educational Resources Information Center

    King, Kathleen P.

    2009-01-01

    Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom-designed, group-focused, results-driven professional development model with 130 participants. Employees…

  5. E-Mentoring for Professional Development of Pre-Service Teachers: A Case Study

    ERIC Educational Resources Information Center

    Kahraman, Mehmet; Kuzu, Abdullah

    2016-01-01

    This study focused on supporting the professional development of information technologies pre-service teachers with e-mentoring approach. The e-mentoring program was conducted in four basic phases; preparation, matching, interaction and finalizing. In the study, the data were collected via researcher journals, semi-structured interviews held with…

  6. Teaching, as Learning, as Inquiry: Moving beyond Activity in the Analysis of Teaching Practice.

    ERIC Educational Resources Information Center

    Sandoval, William A.; Deneroff, Victoria; Franke, Megan L.

    This paper describes an ongoing high school science teacher professional development project, Beyond Final Form Science, that focuses on developing teachers' ideas of scientific inquiry and inquiry pedagogy. It analyzes the first several months of the project, highlighting analyses of teachers' interactions during monthly professional development…

  7. Career Transitions and Professional Development of Bulgarian Immigrants in the United States

    ERIC Educational Resources Information Center

    Angelova, Iva

    2016-01-01

    This paper focuses on job transitions and professional development of immigrants in the United States. Using narrative as a method and exploring Bulgarian immigrants' personal experience stories, this report shares some of the findings from the author's dissertation. Upon coming to the United States, the Bulgarian immigrants experienced a…

  8. Dialogic Feedback as Divergent Assessment for Learning: An Ecological Approach to Teacher Professional Development

    ERIC Educational Resources Information Center

    Charteris, Jennifer

    2016-01-01

    Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an…

  9. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development

    ERIC Educational Resources Information Center

    Olson, Amy M.

    2014-01-01

    This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service…

  10. Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

    ERIC Educational Resources Information Center

    Owens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D.

    2018-01-01

    Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…

  11. Reflections on the Increasing Relevance of Large-Scale Professional Development

    ERIC Educational Resources Information Center

    Krainer, Konrad

    2015-01-01

    This paper focuses on commonalities and differences of three approaches to large-scale professional development (PD) in mathematics education, based on two studies from Germany and one from the United States of America. All three initiatives break new ground in improving PD targeted at educating "multipliers", and in all three cases…

  12. Fostering Structurally Transformative Teacher Agency through Science Professional Development

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  13. Supporting Children's Mathematical Understanding: Professional Development Focused on Out-of-School Practices

    ERIC Educational Resources Information Center

    Taylor, Edd V.

    2012-01-01

    This study describes the Reflection Connection Cycle professional development designed to support teachers' use and appreciation of students' out-of-school practices related to school mathematics. The year-long program incorporated group lesson design, readings, and video analysis for 14 elementary school (ages 5-12) teachers. Analysis of lesson…

  14. Professional Development through Lesson Study: Teaching the Derivative Using Geogebra

    ERIC Educational Resources Information Center

    Verhoef, Nellie C.; Coenders, Fer; Pieters, Jules M.; van Smaalen, Daan; Tall, David O.

    2015-01-01

    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…

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

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2014-01-01

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

  16. "Happy Professional Development at an Unhappy Time": Learning to Teach for Historical Thinking in a High-Pressure Accountability Context

    ERIC Educational Resources Information Center

    Meuwissen, Kevin W.

    2017-01-01

    Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that…

  17. Dynamic Tensions: Early Reflections from MDRC's Evaluation of the Innovative Professional Development Challenge

    ERIC Educational Resources Information Center

    MDRC, 2015

    2015-01-01

    In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation has invested in helping school districts and networks redesign their instructional support systems to better support educators in increasing student success. This Issue Focus, the second in a series, presents early reflections from MDRC's evaluation…

  18. Research Report on the Implementation of Professional Development in Kentucky.

    ERIC Educational Resources Information Center

    Daniel, Patricia L.; Stallion, Brenda K.

    The Kentucky Education Reform Act of 1990 required a complete restructuring of the educational system and greater emphasis on professional development focused on the needs of teachers at local schools. The purposes of this study were to determine the extent to which schools across the Commonwealth were implementing School-Based Professional…

  19. The Effects of Teachers' Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development

    ERIC Educational Resources Information Center

    Yoon, Susan A.; Yom, Jessica Koehler; Yang, Zhitong; Liu, Lei

    2017-01-01

    Background: Recent research investigating the conditions under which science teachers can successfully implement science education reforms suggests that focusing only on professional development to improve content knowledge and teaching skills--often referred to as human capital--may not be enough. Increasingly, possessing social capital, defined…

  20. Teacher Participation in Online Professional Development: Exploring Academic Year Classroom Impacts

    ERIC Educational Resources Information Center

    Opfer, Thomas

    2017-01-01

    The purpose of this mixed methods case study research was to investigate the reasons teachers chose online professional development (OPD) focusing on technology integration and how this OPD impacted teachers' classroom practices over a six month period. Previous research identified that OPD provides flexibility beyond what traditional face-to-face…

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

    ERIC Educational Resources Information Center

    Freppon, Penny A.

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

  2. Female Secondary School Principals: Equity in the Development of Professional Identities

    ERIC Educational Resources Information Center

    Murakami, Elizabeth T.; Törnsen, Monika

    2017-01-01

    This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school…

  3. Professional Learning among Specialist Staff in Resourced Mainstream Schools for Pupils with ASD and SLI

    ERIC Educational Resources Information Center

    Bond, Caroline; Hebron, Judith; Oldfield, Jeremy

    2017-01-01

    Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational…

  4. Inhibitors to Responsibility-Based Professional Development with In-Service Teachers

    ERIC Educational Resources Information Center

    Hemphill, Michael A.

    2015-01-01

    Researchers of continuing professional development (CPD) in physical education have called for new models that move beyond the traditional CPD model. The outcomes of CPD protocols are hard to predict even when they align with the best practices. Responsibility-based CPD has become the focus of recent attention to assist physical educators in…

  5. More than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers

    ERIC Educational Resources Information Center

    Martin, Sonya N.; Scantlebury, Kathryn

    2009-01-01

    This paper focuses on content-based and pedagogical instructors' use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general…

  6. Studying Teachers' Sensemaking to Investigate Teachers' Responses to Professional Development Focused on New Standards

    ERIC Educational Resources Information Center

    Allen, Carrie D.; Penuel, William R.

    2015-01-01

    Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers' judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how…

  7. The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

    ERIC Educational Resources Information Center

    Harris, Jo; Cale, Lorraine; Musson, Hayley

    2011-01-01

    The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

  8. Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions

    ERIC Educational Resources Information Center

    Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A.

    2010-01-01

    This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…

  9. From Novice to Seasoned Practitioner: a Qualitative Investigation of Genetic Counselor Professional Development.

    PubMed

    Zahm, Kimberly Wehner; Veach, Patricia McCarthy; Martyr, Meredith A; LeRoy, Bonnie S

    2016-08-01

    Research on genetic counselor professional development would characterize typical developmental processes, inform training and supervision, and promote life-long development opportunities. To date, however no studies have comprehensively examined this phenomenon. The aims of this study were to investigate the nature of professional development for genetic counselors (processes, influences, and outcomes) and whether professional development varies across experience levels. Thirty-four genetic counselors participated in semi-structured telephone interviews exploring their perspectives on their professional development. Participants were sampled from three levels of post-degree genetic counseling experience: novice (0-5 years), experienced (6-14 years), and seasoned (>15 years). Using modified Consensual Qualitative Research and grounded theory methods, themes, domains, and categories were extracted from the data. The themes reflect genetic counselors' evolving perceptions of their professional development and its relationship to: (a) being a clinician, (b) their professional identity, and (c) the field itself. Across experience levels, prevalent influences on professional development were interpersonal (e.g., experiences with patients, genetic counseling colleagues) and involved professional and personal life events. Common developmental experiences included greater confidence and less anxiety over time, being less information-driven and more emotion-focused with patients, delivering "bad news" to patients remains challenging, and individuals' professional development experiences parallel genetic counseling's development as a field. With a few noteworthy exceptions, professional development was similar across experience levels. A preliminary model of genetic counselor professional development is proposed suggesting development occurs in a non-linear fashion throughout the professional lifespan. Each component of the model mutually influences the others, and there are positive and negative avenues of development.

  10. Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

    PubMed Central

    Mylrea, Martina F.; Sen Gupta, Tarun; Glass, Beverley D.

    2017-01-01

    Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one’s sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity. PMID:28970428

  11. Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory.

    PubMed

    Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

    2017-03-24

    Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one's sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.

  12. Factors affecting retention of allied health professionals working with people with disability in rural New South Wales, Australia: discrete choice experiment questionnaire development.

    PubMed

    Gallego, Gisselle; Dew, Angela; Bulkeley, Kim; Veitch, Craig; Lincoln, Michelle; Bundy, Anita; Brentnall, Jennie

    2015-04-21

    This paper describes the development of a discrete choice experiment (DCE) questionnaire to identify the factors (attributes) that allied health professionals (AHPs) working with people with disability identify as important to encouraging them to remain practising in rural areas. Focus groups and semi-structured interviews were conducted with 97 purposively selected service providers working with people with disability in rural New South Wales, Australia. Focus groups and interviews were digitally recorded, transcribed, and analysed using a modified grounded theory approach involving thematic analysis and constant comparison. Six attributes that may influence AHPs working with people with disability in rural areas to continue to do so were inductively identified: travel arrangements, work flexibility, professional support, professional development, remuneration, and autonomy of practice. The qualitative research information was combined with a policy review to define these retention factors and ensure that they are amenable to policy changes. The use of various qualitative research methods allowed the development of a policy-relevant DCE questionnaire that was grounded in the experience of the target population (AHPs).

  13. Meeting patient expectations: healthcare professionals and service re-engineering.

    PubMed

    Laing, Angus

    2002-08-01

    A central theme underpinning the reform of healthcare systems in western economies since the 1980s has been the emphasis on reorienting service provision around the patient. Healthcare organizations have been forced to re-appraise the design of the service delivery process, specifically the service encounter, to take account of these changing patient expectations. This reorientation of healthcare services around the patient has fundamental implications for healthcare professionals, specifically challenging the dominance of service professionals in the design and delivery of health services. Utilizing a qualitative methodological framework, this paper explores the responses of healthcare professionals to service redesign initiatives implemented in acute NHS hospitals in Scotland and considers the implications of such professional responses for the development of patient-focused service delivery. Within this, it specifically examines evolving professional perspectives on the place of a service user focus in a publicly funded healthcare system, professional attitudes towards private sector managerial practices, and the dynamics of changing professional behaviour.

  14. Combining Causal Model and Focus Group Discussions Experiences Learned from a Socio-Anthropological Research on the Differing Perceptions of Caretakers and Health Professionals on Children's Health (Bolivia/Peru)

    ERIC Educational Resources Information Center

    Lefevre, Pierre; de Suremain, Charles-Edouard; Rubin de Celis, Emma; Sejas, Edgar

    2004-01-01

    The paper discusses the utility of constructing causal models in focus groups. This was experienced as a complement to an in-depth ethnographic research on the differing perceptions of caretakers and health professionals on child's growth and development in Peru and Bolivia. The rational, advantages, difficulties and necessary adaptations of…

  15. Changing Pedagogic Codes in a Class of Landscape Architects Learning "Ecologically Sustainable Development"

    ERIC Educational Resources Information Center

    Lawson, G. M.

    2010-01-01

    Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners, but the work of students in the built environment has largely been ignored. This article presents an analysis of students' visual discourse in the final professional year of a landscape architecture course in Brisbane,…

  16. Imagining a Future: Changing the Landscape for Third Space Professionals in Australian Higher Education Institutions

    ERIC Educational Resources Information Center

    Veles, Natalia; Carter, Margaret-Anne

    2016-01-01

    In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in…

  17. Written Discourse as a Product of a Completed Level of Professionally-Oriented Foreign Language Speech Competence of University Students

    ERIC Educational Resources Information Center

    Dmitrievykh, Irina L.; Kuklina, Svetlana S.; Cheremisinova, Rimma A.; Ogorodnikova, Natalia V.

    2017-01-01

    Contemporary foreign-language education focuses on the development of multicultural language personality of the university graduate, who has necessary competencies to implement in professional activities. One of such competences is professionally-oriented foreign language communicative competence that is responsible for the capability of a future…

  18. Developing an Instrument for Self-Evaluation of Teaching and Learning Competencies: A Review of Faculty Professional Development and the Changing Higher Education Landscape in Singapore

    ERIC Educational Resources Information Center

    Cheong, Grace

    2017-01-01

    This paper forms part of a doctoral study focused on the development and validation of an instrument for the self-evaluation of teaching and learning competencies for the purpose of faculty professional development. The rapid expansion of the higher education sector in Singapore has called for new approaches to university teaching that are…

  19. Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

    PubMed

    Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

    2010-10-01

    A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

  20. Professionalizing action research--a meaningful strategy for modernizing services?

    PubMed

    Hall, Julie E

    2006-04-01

    This paper outlines how a specific action research approach can be used to secure practice development in services which have found sustained change difficult. For the purpose of this paper discussion focuses upon using professionalizing action research (a form of action research) to secure transformation in acute inpatient mental health services. This speciality has experienced long-term difficultly in meaningful practice change. Not limited to this context parallels can be made with other health and social care services requiring significant modernization. The aim is to critically discuss the use of professionalizing action research as an approach to sustainable change. clarifies whether this method is a suitable vehicle for change, which is ideally suited to services which have a poor record of practice development. A review of action research and practice development literature forms the basis of this paper. The literature is sourced through bulletin boards, electronic databases and the British Library Classification Scheme. Keywords searched are action research, team learning, managing change and practice development. Following definition; the components of professionalizing action research are analysed using the themes of educative base, problem focus, improvement and involvement. The educative base of professionalizing action research is collaborative reflective practice which is used to initiate meaningful change, rooted in everyday practice. The benefit of this is that change actions are based in real-time situations. The problem focus component of professionalizing action research is used to emphasize the views of service users and carers. This is positive in terms of the patient and public involvement agenda although this theme does emphasize limitations of the approach. The final components are involvement and improvement, these are debated as pluralistic notions and the implications of this are acknowledged. Reviewing the literature and theoretical application indicates the value of professionalizing action research as a process for modernization. The strength of the approach lies in the opportunity for team learning and change which is grounded in the context of services and pursued through collaboration.

  1. Critical Care Nurses' Reasons for Poor Attendance at a Continuous Professional Development Program.

    PubMed

    Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

    2016-12-01

    Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners' attendance rates at these programs is low. To explore critical care nurses' reasons for their unsatisfactory attendance at a continuous professional development program. A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program's importance and are involved in the planning and implementation of a program that focuses on the nurses' individual learning needs. ©2016 American Association of Critical-Care Nurses.

  2. ComPratica: A Virtual Community of Practice for Promoting Biology Teachers' Professional Development in Brazil

    ERIC Educational Resources Information Center

    El-Hani, Charbel N.; Greca, Ileana M.

    2013-01-01

    Teachers' professional development is a key factor in improving science education, but it shows limited impact when only a small number of teachers is reached, or when it focuses on only one aspect of teachers' development, such as learning science content, and is disconnected from teachers' practice. In order to increase the impact of our work on…

  3. Intersections: A Professional Development Project in Multicultural and Global Education, Asian and Asian American Studies.

    ERIC Educational Resources Information Center

    Swartz, Leslie, Ed.; Warner, Linda, Ed.; Grossman, David L., Ed.

    This publication presents a sampling of the writings of participants in the Intersections Project, a professional development program to bridge gap between multicultural and global education for urban schools that involved four participating entities, each with a local project that focused on Asia and Asian Americans. The project was specifically…

  4. An Evaluation of the Effectiveness of Policy Communication in the Professional Development Centre's Training Programs.

    ERIC Educational Resources Information Center

    Rudasill, Susann E.

    In the face of rising juvenile violent crime rates and media talk of waste, abuse, fraud, and ineffectiveness within the Florida Department of Health and Rehabilitative Services (HRS), the state recommended the adoption of a family-focused approach in client intervention strategy. The Florida Atlantic University Professional Development Centre…

  5. Elite Professional Education and Problems of Regional Development

    ERIC Educational Resources Information Center

    Gavrikov, A. L.

    2012-01-01

    This article emphasizes the regional development in today's Russia and focuses on the current state of the system of higher education. The concept of elite professional education is used as a means of social mobility and an instrument for the formation of the social structure of a particular region. What prompted this approach was an analysis of…

  6. Professional Development through Self-Directed Expatriation: Intentions and Outcomes for Young, Educated Eastern Europeans

    ERIC Educational Resources Information Center

    Felker, Julie A.

    2011-01-01

    This article explores the experiences of young, well-educated Eastern Europeans who have moved to Western Europe in search of opportunities for professional development, opportunities that, for the most part, are not available in their home countries. The focus of this paper is on the resulting outcome of downskilling, where these individuals work…

  7. Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

    ERIC Educational Resources Information Center

    Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

    2018-01-01

    The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

  8. Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

    ERIC Educational Resources Information Center

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

  9. Continuing Professional Development: Racial and Gender Differences in Obstetrics and Gynecology Residents' Perceptions of Mentoring

    ERIC Educational Resources Information Center

    Coleman, Victoria H.; Power, Michael L.; Williams, Sterling; Carpentieri, Andrea; Schulkin, Jay

    2005-01-01

    Introduction: Having a mentor during residency is often linked to greater success in professional development. The present study compares changes in the percentage of residents with mentors in 1999 and in 2004, while considering current residents' perceptions of their mentors, with particular attention focused on what role race and gender might…

  10. Blending Resources for a Collaborative Service Project in a Professional Development School Focused on Student Learning

    ERIC Educational Resources Information Center

    Henry, Julie Jacobs; Tryjankowski, Anne Marie; Tybor, Debra; Brandjes, Elizabeth; Asztalos, Jessica; Smith, Kemily; Muscarella, Michael

    2012-01-01

    Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times,…

  11. Employee Participation in Non-Mandatory Professional Development--The Role of Core Proactive Motivation Processes

    ERIC Educational Resources Information Center

    Sankey, Kim S.; Machin, M. Anthony

    2014-01-01

    With a focus on the self-initiated efforts of employees, this study examined a model of core proactive motivation processes for participation in non-mandatory professional development (PD) within a proactive motivation framework using the Self-Determination Theory perspective. A multi-group SEM analysis conducted across 439 academic and general…

  12. Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

    ERIC Educational Resources Information Center

    Corkum, Penny; Bryson, Susan E.; Smith, Isabel M.; Giffen, Cynthia; Hume, Kym; Power, Ann

    2014-01-01

    The primary objective of this mixed methods study was to identify educators' professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants…

  13. Using Wiki to Create a Learning Community for Chemistry Teacher Leaders

    ERIC Educational Resources Information Center

    Shwartz, Y.; Katchevitch, D.

    2013-01-01

    This study focuses on using wikis as a learning environment, as part of a professional development program for chemistry teacher leaders. The study was performed in Israel and involved 20 chemistry teachers. One goal was to investigate how using wiki may promote effective science teacher professional development. Various aspects of the teachers'…

  14. Does Digital Competence and Occupational Setting Influence MOOC Participation? Evidence from a Cross-Course Survey

    ERIC Educational Resources Information Center

    Castaño-Muñoz, Jonatan; Kreijns, Karel; Kalz, Marco; Punie, Yves

    2017-01-01

    While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background…

  15. Treatment Effect Heterogeneity in a Science Professional Development Initiative: The Case for School Capacity

    ERIC Educational Resources Information Center

    Bruch, Sarah; Grigg, Jeffrey; Hanselman, Paul

    2010-01-01

    This study focuses on how the treatment effects of a teacher professional development initiative in science differed by school capacity. In other words, the authors are primarily concerned with treatment effect heterogeneity. As such, this paper complements ongoing evaluation of the average treatment effects of the initiative over time. The…

  16. Reflections on a Primary School Teacher Professional Development Programme on Learning English through Process Drama

    ERIC Educational Resources Information Center

    To, Lai-wa Dora; Chan, Yuk-lan Phoebe; Lam, Yin Krissy; Tsang, Shuk-kuen Yvonne

    2011-01-01

    This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

  17. Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

    ERIC Educational Resources Information Center

    Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

    2016-01-01

    This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

  18. Continuing Professional Development - Why Bother? Perceptions and Motivations of Teachers in Ireland

    ERIC Educational Resources Information Center

    McMillan, Dorothy J.; McConnell, Barbara; O'Sullivan, Helen

    2016-01-01

    In a larger study carried out by O'Sullivan "et al." to explore the perceptions and experiences of teachers in the Republic of Ireland and Northern Ireland who were engaged in continuing professional development (CPD), one of the significant findings to emerge was the key role of teacher motivation. The current study therefore focuses on…

  19. The Professional Development Needs of Education Welfare Officers on the Management of School Attendance

    ERIC Educational Resources Information Center

    Reid, Ken

    2006-01-01

    This article is based upon an analysis of a questionnaire sent to 431 education welfare officers throughout local education authorities in England and Wales and follow-up interviews with 59 (13.7%) of the respondents. The questionnaire focused upon profiling the initial induction and continuing professional development needs of the staff. The…

  20. Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

    ERIC Educational Resources Information Center

    Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo

    2017-01-01

    In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering…

  1. The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

    ERIC Educational Resources Information Center

    Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

    2016-01-01

    This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

  2. Motivations of Educators for Participating in an Authentic Astronomy Research Experience Professional Development Program

    ERIC Educational Resources Information Center

    Rebull, L. M.; Roberts, T.; Laurence, W.; Fitzgerald, M. T.; French, D. A.; Gorjian, V.; Squires, G. K.

    2018-01-01

    [This paper is part of the Focused Collection on Astronomy Education Research.] The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs…

  3. Professional Training as a Strategy for Staff Development: A Study in Training Transfer in the Lebanese Context

    ERIC Educational Resources Information Center

    Dirani, Khalil M.

    2012-01-01

    Purpose: Research studies on training-job relevance continuously discuss the extent of transfer being found limited. This study aims to focus on exploring trainees' perceptions about the effects of a "Western" professional training program on their skill development and how cultural factors specific to Lebanon influence the learning.…

  4. Teaching Aquatic Science as Inquiry through Professional Development: Teacher Characteristics and Student Outcomes

    ERIC Educational Resources Information Center

    Duncan Seraphin, Kanesa; Harrison, George M.; Philippoff, Joanna; Brandon, Paul R.; Nguyen, Thanh Truc T.; Lawton, Brian E.; Vallin, Lisa M.

    2017-01-01

    We present an inquiry-based, aquatic science professional development (PD) for upper-elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers' characteristics and the grade band of the students. Our study lends support to the assertion that inquiry- and content-focused PD, paired with…

  5. The Contribution of a Particular "Kids in Parks" Programme to the Professional Development of Teachers

    ERIC Educational Resources Information Center

    Ferreira, J. G.

    2014-01-01

    This article considers the possible contribution of the "kids in parks" programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator…

  6. We Are All Talking: A Whole-School Approach to Professional Development for Teachers of English Learners

    ERIC Educational Resources Information Center

    Shea, Lauren M.; Sandholtz, Judith Haymore; Shanahan, Therese B.

    2018-01-01

    This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathematics; and school-level learning communities focused on readings and discussions of student-talk research. This article reports the program's impact on…

  7. Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators

    ERIC Educational Resources Information Center

    Maude, Susan P.; Hodges, Lisa Naig; Brotherson, Mary Jane; Hughes-Belding, Kere; Peck, Nancy; Weigel, Cindy; Sharp, Lisa

    2009-01-01

    Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports;…

  8. From Isolation to Interaction? Network-Based Professional Development and Teacher Professional Communication.

    ERIC Educational Resources Information Center

    McMahon, Teresa A.

    The Mathematics Learning Forums, a collaborative effort of Bank Street College and the Center for Children and Technology, Education Development Center, Inc., provided the primary research setting for this study. Each 8-week forum focuses on specific elements of a mathematics content area and is designed to address both student learning and…

  9. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

    ERIC Educational Resources Information Center

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-01-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

  10. A Practice-Centered Approach to Professional Development: Teacher-Librarian Collaboration in Capstone Projects

    ERIC Educational Resources Information Center

    Harada, Violet H.

    2016-01-01

    This paper reports on a professional development initiative that targeted teams of teachers and librarians working with high school students on strengthening an inquiry approach to capstone projects. While much has been written about student-focused models for information search and use, little has been reported on how training for the…

  11. Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

    ERIC Educational Resources Information Center

    Hiller, Katharina; Reichhart, Barbara

    2017-01-01

    The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers' professional competencies, most of them relate to general…

  12. Professional Development and Teacher Leadership in the Era of NCLB: A Study Exploring Elementary Music Teacher Preferences

    ERIC Educational Resources Information Center

    Bernard, Anthony D., Sr.

    2009-01-01

    Several recent studies have been conducted on teacher professional development (PD) but few have focused exclusively on elementary music teacher PD. Prominent music education researchers encourage additional research to provide generalizability across the field. In answer to this call for broadening the base of research in elementary music…

  13. A Case Study on Science Teacher Leadership to Address Diversity and Equity through Professional Development

    ERIC Educational Resources Information Center

    Doraiswamy, Nithya

    2015-01-01

    This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work…

  14. Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology with Reformed Science Teaching Principles

    ERIC Educational Resources Information Center

    Longhurst, Max L.; Coster, Daniel C.; Wolf, Paul G.; Duffy, Aaron M.; Lee, Hyunju; Campbell, Todd

    2016-01-01

    Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This…

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

    ERIC Educational Resources Information Center

    Yildirim, M. Cevat

    2012-01-01

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

  16. Facilitating a Culture of Relational Trust in School-Based Action Research: Recognising the Role of Middle Leaders

    ERIC Educational Resources Information Center

    Edwards-Groves, Christine; Grootenboer, Peter; Ronnerman, Karin

    2016-01-01

    Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has…

  17. What Makes Teacher Professional Development Work? The Influence of Instructional Resources on Change in Physical Education

    ERIC Educational Resources Information Center

    McCaughtry, Nate; Martin, Jeffrey; Kulinna, Pamela Hodges; Cothran, Donetta

    2006-01-01

    The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education…

  18. Research Priorities for Mental Health Counseling with Youth: Implications for Counselor Preparation, Professional Development, and Research

    ERIC Educational Resources Information Center

    Mellin, Elizabeth A.; Pertuit, Terry L.

    2009-01-01

    Counselors encounter the needs of youth (3-17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding…

  19. Reframing Professional Development for South African Schools: An Appreciative Inquiry Approach

    ERIC Educational Resources Information Center

    Steyn, G. M.

    2012-01-01

    Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to…

  20. Teaching professionalism through virtual means.

    PubMed

    McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

    2012-02-01

    Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

  1. DEVELOPING A PROBLEM-BASED LEARNING (PBL) CURRICULUM FOR PROFESSIONALISM AND ETHICS TRAINING FOR BIOMEDICAL GRADUATE STUDENTS

    PubMed Central

    Jones, Nancy L.; Peiffer, Ann M.; Lambros, Ann; Guthold, Martin; Johnson, A. Daniel; Tytell, Michael; Ronca, April E.; Eldridge, J. Charles

    2013-01-01

    A curriculum was designed to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility, and to provide students with tools to navigate the complex, rapidly evolving academic and societal environments with a strong ethical commitment. Problem-Based Learning (PBL) pedagogy was chosen because it is active, learner-centered, and focuses on skill and process development. Additionally, the small group format provides a high degree of socialization around professional norms. Two courses were developed. Scientific Professionalism Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases went beyond covering overt research misconduct to emphasize professional standards, obligations, and underlying philosophies for the ethical practice of science, competing interests of stakeholders, and oversight of science (internal and external). To our knowledge this was the first use of PBL to teach scientific integrity and ethics. Both faculty and students at Wake Forest endorsed the orientation of professionalism, active learning, and acquiring skills in contrast to a compliance-based approach that emphasizes learning rules and regulations. PMID:20797979

  2. STEM professional development: What's going on from the presenters' and participants' perspectives?

    NASA Astrophysics Data System (ADS)

    Williams, Randi

    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 have implications for educators, policy makers, and developers of professional development. Future research is needed to add to the small body of literature about STEM professional development, specifically research to fully understand the structure of STEM professional development and how this differs for other areas of learning.

  3. The Purchasing Power of Collaboration

    ERIC Educational Resources Information Center

    Rosenthal, Amy; Mavrolas, Pamela; Rusmore, Barbara; Liquori, Toni

    2017-01-01

    Purpose/Objectives: School Food Focus (Focus) developed the Focus Midwest project on the premise that school food professionals (SFPs) could work together to minimize effort and maximize potential to find new or improved products to serve. Focus designed this project as an experiment to explore how and to what extent this collaborative approach…

  4. Career development for the clinician-educator. Optimizing impact and maximizing success.

    PubMed

    Roberts, David H; Schwartzstein, Richard M; Weinberger, Steven E

    2014-02-01

    Health care professionals in pulmonary, critical care, and sleep medicine play key roles as teachers for learners of all levels in both clinical care and scientific investigation. Teaching excellence requires training in principles of adult learning and the acquisition and practice of key professional skills including assessment and feedback techniques, curriculum development, and strategies for effective teaching across venues ranging from the bedside to the lecture hall. Those interested in pursuing teaching as the focus of their academic career and basis for promotion should invest in professional development as a teacher and educator. Professional development activities include obtaining additional training as a teacher in dedicated medical education fellowships or serving as a peer observer or being observed by a fellow teacher. Numerous additional options for training as a teacher and educator are now available including resource repositories, continuing medical education courses, and online training modules. Those with an interest in medical education research may benefit from enrollment in masters or other advanced degree programs focused on the qualitative and quantitative methods and other key research skills. Aspiring clinician-educators should also seek out opportunities to participate in a community of medical educators locally, regionally, nationally, and internationally. At each of these levels, there exist opportunities to contribute to course or program design, development, and evaluation. Finally, for those interested in promotion as an academic clinician-educator, there are increasing requirements to produce academic scholarship ranging from curricular materials to journal articles focused on education and education research.

  5. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    NASA Astrophysics Data System (ADS)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  6. Goals: Coherence and Relevance: 3 Districts Focus on Quality of Professional Learning

    ERIC Educational Resources Information Center

    Jacobson, Linda

    2016-01-01

    For more than a century, teachers in Tennessee's Loudon County School District have come together before the start of the school year for a professional development day. For the first time this year, professional learning in the district will be based at each individual school -- a result of the district's use of a new rubric, which states that…

  7. Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

    NASA Astrophysics Data System (ADS)

    Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

    2013-03-01

    Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

  8. Development of Professional Identity in Romanian Business Students

    ERIC Educational Resources Information Center

    Glaser-Segura, Daniel A.; Mudge, Suzanne; Bratianu, Constantin; Dumitru, Ionela

    2010-01-01

    Purpose: This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies ("in-vitro"); field experiences ("in-situ"); and self-development…

  9. Learning and Development.

    ERIC Educational Resources Information Center

    Woodard, Dudley B., Jr.; Love, Patrick; Komives, Susan R

    2000-01-01

    An emphasis on learning and development is a student-centered focus. It is essential for student affairs professionals to keep the resources of the institution focused on the student experience. Student affairs personnel need to map the learning and developmental agenda for students and identify the educational strategies needed to help learners…

  10. Turkish students' perceptions of professionalism at the beginning and at the end of medical education: a cross-sectional qualitative study.

    PubMed

    Kavas, Mustafa Volkan; Demirören, Meral; Koşan, Ayşen Melek Aytuğ; Karahan, Süleyman Tuna; Yalim, Neyyire Yasemin

    2015-01-01

    Medical students' perceptions of professionalism might reflect the impact of the current educational processes on their professional identity development. This study focuses on Ankara University Faculty of Medicine students' perceptions of 'good doctor' along with the factors effective on the formation of these perceptions. Six focus groups with 59 medical students from Grade-1 and Grade-6 were held. The transcripts of discussions were analyzed thematically. Results regarding 'being a good physician' mostly mirrored the findings of previous studies framing the medical professionalism concept. The thematic pattern of the discussions on the relation between professional development and medical education suggests that students suffer from a gradual erosion of perception during medical education. That the education cannot either change the person for the better or might downgrade the person instead of improving her/him were shared by participants from both grades. Students consider clinical practice and role models two main variables determining the person's qualification as a professional. The formal and hidden programs determine the quality and efficacy of the professional education together. Attempts to restructure medical education must recognize the reciprocal dynamics between these two components and, thus, should carefully work out the practical aspect of the educational processes.

  11. Turkish students’ perceptions of professionalism at the beginning and at the end of medical education: a cross-sectional qualitative study

    PubMed Central

    Kavas, Mustafa Volkan; Demirören, Meral; Koşan, Ayşen Melek Aytuğ; Karahan, Süleyman Tuna; Yalim, Neyyire Yasemin

    2015-01-01

    Aim Medical students’ perceptions of professionalism might reflect the impact of the current educational processes on their professional identity development. This study focuses on Ankara University Faculty of Medicine students’ perceptions of ‘good doctor’ along with the factors effective on the formation of these perceptions. Method Six focus groups with 59 medical students from Grade-1 and Grade-6 were held. The transcripts of discussions were analyzed thematically. Results Results regarding ‘being a good physician’ mostly mirrored the findings of previous studies framing the medical professionalism concept. The thematic pattern of the discussions on the relation between professional development and medical education suggests that students suffer from a gradual erosion of perception during medical education. That the education cannot either change the person for the better or might downgrade the person instead of improving her/him were shared by participants from both grades. Students consider clinical practice and role models two main variables determining the person's qualification as a professional. Conclusions The formal and hidden programs determine the quality and efficacy of the professional education together. Attempts to restructure medical education must recognize the reciprocal dynamics between these two components and, thus, should carefully work out the practical aspect of the educational processes. PMID:25795382

  12. [Professionalization of Legal Dental Experts in Germany: Results of Studies on Structured Focus Groups].

    PubMed

    Brauer, H U; Walther, W; Dick, M

    2018-04-01

    Legal expert opinions are a crucial instrument of professional self-control in medicine. To give impulses for further development, focus groups were initiated to reflect upon the perspective of legal dental experts. 5 focus group discussions on the topic "Professionalization of legal dental experts" were conducted. A total of 32 experienced legal dental experts participated in the discussions. The results were evaluated by qualitative content analysis. A catalogue of 68 ideas was generated for improvement and divided into 15 categories. Among these were periodic quality circles, interprofessional exchange, supervision of novices and periodic feedback for legal dental experts and dentists. Self-reflection can be included as an instrument for quality improvement of legal dental expert opinions. © Georg Thieme Verlag KG Stuttgart · New York.

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

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

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

  14. Using Student Perceptions of the Learning Environment to Evaluate the Effectiveness of a Teacher Professional Development Programme

    ERIC Educational Resources Information Center

    Soebari, Titien S.; Aldridge, Jill M.

    2015-01-01

    The focus of this article is two-fold. First, it describes a model that can be used to guide the evaluation of teacher professional development. The model combines important components of existing models and incorporates the use of students' perceptions for examining teacher change. Second, the article reports the evaluation of a teacher…

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

    ERIC Educational Resources Information Center

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

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

  16. Factors That Advance and Restrict Programme Change and Professional Development in Dental Education

    ERIC Educational Resources Information Center

    Behar-Horenstein, Linda S.; Roberts, Kellie W.; Zafar, Mueen A.

    2013-01-01

    The aim of this study was to explore the effectiveness of a professional development initiative using organisational change research studies to frame the inquiry. Two faculty groups and two student groups participated in a total of four focus group interviews to ascertain their perceptions of a new model of pre-clinical dental education. Using a…

  17. Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies

    ERIC Educational Resources Information Center

    Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

    2011-01-01

    This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…

  18. Expanding Our Reach: The Potential for Youth Development Professionals in Community-Based Organizations to Provide Sexuality Information

    ERIC Educational Resources Information Center

    Fisher, Christopher M.; Reece, Michael; Dodge, Brian; Wright, Eric; Sherwood-Laughlin, Catherine; Baldwin, Kathleen

    2010-01-01

    Adolescents in the United States continue to face sexual health issues. While community-based organizations (CBOs) have a long history of addressing the sexual health needs of those they serve, little attention has been given to CBOs focused on adolescent populations and the role youth development professionals (YDPs) might play in the advancement…

  19. Educational Process Reflection (EPR): An Evaluation of a Model for Professional Development Concerning Social Interaction and Educational Climate in the Swedish Preschool

    ERIC Educational Resources Information Center

    Bygdeson-Larsson, Kerstin

    2006-01-01

    Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR,…

  20. Changes in Student Attitudes Regarding Science When Taught by Teachers without Experiences with a Model Professional Development Program

    ERIC Educational Resources Information Center

    Ali, Mohamed Moustafa; Yager, Robert; Hacieminoglu, Esme; Caliskan, Ilke

    2013-01-01

    This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and…

  1. Indonesian Christian Teachers' Perceptions of the Effectiveness of Professional Development Programs Offered by ACSI-I and Indonesian National Department of Education

    ERIC Educational Resources Information Center

    Iwani, Amy

    2014-01-01

    This is a study to examine Indonesian Christian Teachers' Perceptions of the effectiveness of professional development programs offered by the Association of Christian Schools International Indonesia (ACSI-I) and by the Indonesian National Department of Education. The study was focused on how Indonesian Christian teachers perceived the…

  2. Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools

    ERIC Educational Resources Information Center

    Desimone, Laura; Smith, Thomas M.; Phillips, Kristie J. R.

    2013-01-01

    Background/Context: Most reforms in elementary education rely on teacher learning and improved instruction to increase student learning. This study increases our understanding of which types of professional development effectively change teaching practice in ways that boost student achievement. Purpose/Objective/Research Question/Focus of Study:…

  3. Increasing Academic Rigor through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

    ERIC Educational Resources Information Center

    Courtade, Ginevra R.; Shipman, Stacy D.; Williams, Rachel

    2017-01-01

    SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as…

  4. The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

    ERIC Educational Resources Information Center

    Parks, Rebecca A.; Oliver, Wendy; Carson, Elaine

    2016-01-01

    Using quantitative methods, the current study addresses the phenomenon of blended learning and the impact of professional development (PD) in blended learning on teacher practice. Two separate but complementary investigations, Oliver's (2013) focus group data for examining Oliver's Framework for Blended Instruction and Parks' (2015) national…

  5. Family Child Care Providers' Perspectives regarding Effective Professional Development and Their Role in the Child Care System: A Qualitative Study

    ERIC Educational Resources Information Center

    Lanigan, Jane D.

    2011-01-01

    This study examines family child care providers' perspectives regarding effective professional development and their role in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed family child care providers. Supportive social relationships emerged as an important dimension of…

  6. Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

    ERIC Educational Resources Information Center

    Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

    2016-01-01

    The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

  7. Pre-Service Teachers' Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development

    ERIC Educational Resources Information Center

    Moussay, Sylvie; Flavier, Eric; Zimmermann, Philipe; Meard, Jacques

    2011-01-01

    This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods…

  8. Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting Using a Bayesian Approach to Mix Methods

    ERIC Educational Resources Information Center

    Ogletree, August E.

    2009-01-01

    Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP) Model was designed to address these needs. The TIP model focuses on using the university and school partnership to support Georgia State University…

  9. Going Public with Pedagogical Inquiries: SoTL as a Methodology for Faculty Professional Development

    ERIC Educational Resources Information Center

    Fanghanel, Joëlle

    2013-01-01

    In this paper, I discuss SoTL as a methodology for the professional development of academics. I propose that as an agentic form of inquiry that focuses on processes, boundary-crossing, and making public its findings, SoTL is a sophisticated methodology that brings the activities of teaching and research in close alignment, and contributes to…

  10. Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

    ERIC Educational Resources Information Center

    Baker, Lane A.; Chakraverty, Devasmita; Columbus, Linda; Feig, Andrew L.; Jenks, William S.; Pilarz, Matthew; Stains, Marilyne; Waterman, Rory; Wesemann, Jodi L.

    2014-01-01

    The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher-scholars). The primary focus of the workshop is an introduction to evidence-based…

  11. Examining the Moral Development of Emerging Adult Student-Athletes: The Connection to Engaged Leadership Practices

    ERIC Educational Resources Information Center

    Bowers, Kristie M.

    2017-01-01

    With university mission statements focused on preparing emerging adult students for globally inclusive professional careers, moral and leadership development has become a central focus of many colleges and universities (Bass, 1991; Binghamton University, 2016; Zimmerman-Oster & Burkhardt, 1999). Colleges and universities utilize interactions…

  12. Neonatal nurses' perceptions of a work-based learning approach.

    PubMed

    Stanley, Helen; Simmons, Susanne

    2011-09-01

    To examine how senior neonatal nurses perceive their experience of a continuing professional development module on their practice. A qualitative approach was used. Focus group interviews were held with five senior neonatal nurses at band 6 and 7. Discussions were taped and transcribed verbatim and field notes captured non-verbal communication. Four themes emerged: work-based learning as a new way of learning; barriers to learning at work; professional role development; and complexities of evaluating such learning. Work-based learning emerged as an active form of learning that can develop personal and professional skills required in the neonatal workforce.

  13. Professional values, self-esteem, and ethical confidence of baccalaureate nursing students.

    PubMed

    Iacobucci, Trisha A; Daly, Barbara J; Lindell, Debbie; Griffin, Mary Quinn

    2013-06-01

    Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg's Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students' professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses.

  14. Definition of Professional Development

    ERIC Educational Resources Information Center

    Learning Forward, 2015

    2015-01-01

    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…

  15. Continuing professional development: researching non-technical competencies can support cognitive reappraisal and reduced stress in clinicians.

    PubMed

    Kinnison, Tierney; May, Stephen

    2017-09-09

    Generic professional capabilities (non-technical competencies) are increasingly valued for their links to patient outcomes and clinician well-being. This study explores the emotional change, and practice-related outcomes, of participants of a veterinary professional key skills (PKS) continuing professional development (CPD) module. Reflective summaries produced by participants were analysed. A change in emotion, from 'negative' to 'positive', was the focus of analysis. Sections regarding these emotions were thematically analysed. Analysis was performed on 46 summaries. Three themes were identified: 'the PKS module' (centred on reluctance becoming surprise and stimulation), 'developing non-technical competencies' (unease to confidence) and 'stress and coping through a reflective focus' (anxiety to harmony). The changing emotions were connected to positive cognitive reappraisal and often behaviour changes, benefitting self, practice, clients and patients. The PKS module teaches participants to reflect; a new and challenging concept. The consequences of this enabled participants to understand the importance of professional topics, to be appreciative as well as critical, and to enjoy their job. Importantly, the module stimulated coping responses. Better understanding of roles led to participants having more reasonable expectations of themselves, more appreciation of their work and reduced stress. This research supports more attention to professional skills CPD for health professions. © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  16. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I.

    PubMed

    Bengtsson, Mariette; Carlson, Elisabeth

    2015-01-01

    Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.

  17. An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

    NASA Astrophysics Data System (ADS)

    Garcia Arriola, Alfonso

    In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

  18. Professional development in person: identity and the construction of teaching within a high school science department

    NASA Astrophysics Data System (ADS)

    Deneroff, Victoria

    2016-06-01

    This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez's classroom. Marie told stories about her experiences in ten years of professional development focused on inquiry science teaching. I use a social practice theory lens to analyze my own stories as well as Marie's. I make the case that science teaching is best understood as mediated by socially-constructed identities rather than as the end-product of knowledge and beliefs. The cognitive paradigm for understanding teachers' professional learning fails to consistently produce transformations of teaching practice. In order to design professional development with science teachers that is generative of new knowledge, and is self-sustaining, we must understand how to build knowledge of how to problematize identities and consciously use social practice theory.

  19. Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

    ERIC Educational Resources Information Center

    Gonczi, Andrew

    2013-01-01

    Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

  20. Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

    PubMed Central

    Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

  1. Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

    PubMed

    Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

  2. Learnt and perceived professional roles of a new type of nurse specialized in Gerontology and Geriatrics, a qualitative study.

    PubMed

    Huizenga, Petra; Finnema, Evelyn; Roodbol, Petrie

    2016-07-01

    To gain insight into a new type of nurse specialized in gerontology and geriatrics, how they find meaning in the care of older persons and how this relates to the seven professional roles derived from the CanMEDS theoretical framework. To promote the quality of care for older persons in the Netherlands, one of the measures taken is the training and deployment of Registered Nurses specialized in Gerontology and Geriatrics. We focus on their professional roles in this study, to gain insight into the extent to which they fulfil their professional standards. A qualitative study, consisting of seven focus group interviews. The study population included 67 Registered Nurses. Data were collected between October 2011-May 2013. Nurses work in all seven CanMEDS roles, but not with all competences associated with these seven roles. The more distant the role is from patient activities, the less frequently competences such as social networks; design; research; innovation of care; legal, financial and organizational frameworks; professional ethics and professional innovation are mentioned. Nurses engage in activities consistent with nursing care for older people; however, despite their training, they are mainly focused on direct-patient care. Their limited awareness of the complete range of professional competences risks the stagnation of their development in professional roles such as health advocate, scholar and professional, which will not lead to an improvement in the care for older persons. © 2016 John Wiley & Sons Ltd.

  3. Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

    NASA Astrophysics Data System (ADS)

    Spillane, Nancy Kay

    Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.

  4. ICT, Professional Learning: Towards Communities of Practice

    ERIC Educational Resources Information Center

    Webb, Ivan; Robertson, Margaret; Fluck, Andrew

    2005-01-01

    This article reports on findings from "action research" pilot projects in four Tasmanian primary schools. The projects focused on the provision of professional learning to support the use of information and communication technology (ICT) in teaching and learning. These pilot projects used an approach developed from observations of…

  5. Advancing the Practice of CRCs: Why Professional Development Matters.

    PubMed

    Behar-Horenstein, Linda S; Prikhidko, Alena; Kolb, H Robert

    2018-01-01

    Clinical research coordinators (CRCs) assume critical responsibilities central to the success of the research team. The complexity of their role requires essential professional qualifications. One barrier to professionalization, however, has been the inconsistent, or absent, competency-based training. This study explored participants' perceptions of training experiences designed to prepare them for the national certification exam. Focus group methodology was used to document their experiences. The findings showed that sustainable mentoring relationships developed, participant confidence levels increased, and anxiety about performance capacity diminished. Cognitive reframing of the work environment and CRC roles was facilitated by training that fostered sharing and social reinforcement of professional and personal identities. Findings from this study suggest that access to meaningful training and quality instruction supports the professionalization of CRCs.

  6. Self vs. Other Focus: Predicting Professionalism Remediation of Emergency Medicine Residents.

    PubMed

    Thaxton, Robert E; Jones, Woodson S; Hafferty, Fred W; April, Carolyn W; April, Michael D

    2018-01-01

    Unprofessionalism is a major reason for resident dismissal from training. Because of the high stakes involved, residents and educators alike would benefit from information predicting whether they might experience challenges related to this competency. Our objective was to correlate the outcome of professionalism-related remedial actions during residency with the predictor variable of resident response to a standardized interview question: "Why is Medicine important to you?" We conducted a professional development quality improvement (QI) initiative to improve resident education and mentorship by achieving a better understanding of each resident's reasons for valuing a career in medicine. This initiative entailed an interview administered to each resident beginning emergency medicine training at San Antonio Military Medical Center during 2006-2013. The interviews uniformly began with the standardized question "Why is Medicine important to you?" The residency program director documented a free-text summary of each response to this question, the accuracy of which was confirmed by the resident. We analyzed the text of each resident's response after a review of the QI data suggested an association between responses and professionalism actions (retrospective cohort design). Two associate investigators blinded to all interview data, remedial actions, and resident identities categorized each text response as either self-focused (e.g., "I enjoy the challenge") or other-focused (e.g., "I enjoy helping patients"). Additional de-identified data collected included demographics, and expressed personal importance of politics and religion. The primary outcome was a Clinical Competency Committee professionalism remedial action. Of 114 physicians starting residency during 2006-2013, 106 (93.0%) completed the interview. There was good inter-rater reliability in associate investigator categorization of resident responses as either self-focused or other-focused (kappa coefficient 0.85). Thirteen of 50 residents (26.0%) expressed self-focus versus three of 54 (5.4%) residents expressed other-focus experienced professionalism remedial actions (p<0.01). This association held in a logistic regression model controlling for measured confounders (p=0.02). Self-focused responses to the question "Why is Medicine important to you?" correlated with professionalism remedial actions during residency.

  7. Continuing professional development: issues raised by nurses and allied health professionals working in musculoskeletal settings.

    PubMed

    Haywood, Hannah; Pain, Helen; Ryan, Sarah; Adams, Jo

    2013-09-01

    Nurses and allied health professionals (AHPs) are required to evidence their engagement in continuing professional development (CPD) in order to retain their professional registration. Many challenges to CPD are reported, but little literature has explored pertinent CPD issues for clinicians with specialist roles or working in specialist services. No literature to date has explored the perceptions of CPD held by patients who receive these specialist services. Three focus groups and two conference calls were conducted with nurses, physiotherapists, podiatrists and occupational therapists who work in musculoskeletal (MSK) services; managers of these services; and people who use MSK services. These focus groups aimed: to explore the CPD needs and issues for this group of clinicians; to explore the perceptions of CPD held by people who have MSK conditions; and to compare the above with current literature to discern any factors specific to MSK settings. The focus groups and conference calls were audio-recorded. The recordings were coded by the researchers using a priori and inductive coding. The main issues discussed were: funding and time for CPD, providing examples of ways to provide CPD in spite of the challenges faced; that CPD needs changed with level of experience; initiatives by clinical specialists to reduce professional isolation; and future trends in CPD, including concerns about succession planning. The views of people with MSK conditions demonstrated an emphasis on communication skills that was seldom raised by managers and clinicians. Sufficient time, funding and provision of study leave were key to facilitating CPD activity for nurses and AHPs working in MSK services. People with MSK conditions particularly valued health professionals who combined good listening and communication skills with an attempt to understand what it was like to live with their condition. Copyright © 2012 John Wiley & Sons, Ltd.

  8. The Master's in Teaching and Learning: Expanding Utilitarianism in the Continuing Professional Development of Teachers in England

    ERIC Educational Resources Information Center

    Frankham, Jo; Hiett, Sandra

    2011-01-01

    The article focuses on the policy rhetoric of the Masters in Teaching and Learning (MTL). This is a new degree being launched in the summer of 2010 aimed, initially, at teachers who have just joined the profession. The degree presages the aspiration for a Master's level teaching profession in England. Professional development as conceived in the…

  9. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    ERIC Educational Resources Information Center

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-01-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry…

  10. How Does Innovative Continuous Professional Development (CPD) Operate in the ECEC Sector? Insights from a Cross-Analysis of Cases in Denmark, Italy and Poland

    ERIC Educational Resources Information Center

    Bove, Chiara; Jensen, Bente; Wyslowska, Olga; Iannone, Rosa Lisa; Mantovani, Susanna; Karwowska-Struczyk, Malgorzata

    2018-01-01

    This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features…

  11. Content-Focused Teacher Meetings as Effective Teacher Learning Opportunities: Do They Really Help Improve Overall Reading Achievement and Reduce the Achievement Gap in First Grade Classrooms?

    ERIC Educational Resources Information Center

    Kang, Ho Soo

    2013-01-01

    Teacher professional development has long been of interest since it may affect teachers' learning, the practice of teaching, and student learning. Although empirical research has mainly explored the effect of specific professional development interventions on student achievement, these inventions have been initiated outside the school, and little…

  12. Faculty development: a need in time for educators in healthcare.

    PubMed

    Abid, Kauser

    2013-04-01

    To appraise learning behaviour among participants of faculty development programme in a diverse group setting. The qualitative study was conducted at the Capacity Building Centre of the National Institute of Health and Social Sciences, Islamabad, in March-April 2010. From all the participants who planned to be healthcare educators, 27 were selected for the study. Methodology used was focus group. Coding for focus group interview was done as E1, E2, E3 and E4 for educators from basic sciences, clinical/pre-clinical discipline, nursing and midwifery, and social sciences and information technology profession respectively. For gap analysis, need assessment of focus groups was done with a pre-tested questionnaire. Change in attitude and behaviour as educators was observed in the experience phase during the three modules of the programme. A post-test questionnaire was used to evaluate the effectiveness of the programme. The response rate of the participants was 100%. Gap analysis of focus groups came up with the same challenges that are faced by faculty: insufficient knowledge in the five domains of professional development. In institutional settings, no planned faculty development programmes were reported. By the end of the third module, the participants admitted their step-wise skill development and considered it to be a value addition in their professional career. Talent is not sparse in today's educators of health profession. But professional development to improve their skills is the need of the hour. Capacity-building at workplace is the best solution as it can be managed within the available timeframe and resources.

  13. Portfolios and ICT as Means of Professional Learning in Teacher Education

    ERIC Educational Resources Information Center

    Hauge, Trond Eiliv

    2006-01-01

    Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of…

  14. Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

    ERIC Educational Resources Information Center

    Mockler, Nicole

    2011-01-01

    Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

  15. Considering a Twitter-Based Professional Learning Network in Literacy Education

    ERIC Educational Resources Information Center

    Colwell, Jamie; Hutchison, Amy C.

    2018-01-01

    This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A…

  16. Evaluation and Management: Continuous Professional Growth. [Federal Policy Platform Series. Brief 4

    ERIC Educational Resources Information Center

    New Leaders, 2014

    2014-01-01

    Despite the recent push to design and adopt educator evaluation systems, many states and local educational agencies (LEAs) have focused primarily on teacher evaluations and lack the appropriate attention to design and implementation of school leader evaluations and aligned professional development. And, since principals are responsible for…

  17. Engaging with the Profession: Communities of Learners

    ERIC Educational Resources Information Center

    Meiers, Marion

    2007-01-01

    In 2005 the Australian Literacy Educators' Association (ALEA) established a professional learning project focused on the Standards for Teachers of English Language and Literacy in Australia (STELLA) professional standards developed earlier in the decade by the Australian Association for the Teaching of English (AATE) and ALEA. The key question for…

  18. Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

    ERIC Educational Resources Information Center

    Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

    2010-01-01

    In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

  19. The Role of Pharmacology in the Education of Health-Care Professionals (Pharmacy)

    ERIC Educational Resources Information Center

    Freston, James W.

    1976-01-01

    Focus is on the place of pharmacology as a faculty and discipline in the education of health professionals, particularly pharmacists. Curriculum concerns are addressed, and the projections of Abraham Flexner in 1910 are reviewed. The need for the development of clinical pharmacy is emphasized. (LBH)

  20. Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

    ERIC Educational Resources Information Center

    Owens, Kay; Edmonds-Wathen, Cris; Kravia, Geori; Sakopa, Priscilla

    2014-01-01

    A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has…

  1. Preparing "Professional" Science Teachers: Critical Goals.

    ERIC Educational Resources Information Center

    Dass, Pradeep Maxwell

    This paper focuses on pre-service teacher education and elaborates on the critical importance of three attributes to the development of professional science teachers: (1) science teachers must be reflective practitioners of their profession; (2) all instructional practice and decisions of science teachers must be backed by a research-based…

  2. Establishing a Professional Learning Community among Middle School Mathematics Teachers

    ERIC Educational Resources Information Center

    Koellner-Clark, Karen; Borko, Hilda

    2004-01-01

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

  3. Language, Culture and Identity at the Nexus of Professional Learning

    ERIC Educational Resources Information Center

    Fickel, Letitia Hochstrasser; Henderson, Christine; Price, Gaylene

    2017-01-01

    Background: Given the persistent gap among majority and minority students in international measures of student outcomes, there is growing attention and research focused on teacher knowledge, learning and professional development. Culturally responsive practice has been posited as one way to ameliorate disparities in outcomes. Proponents of…

  4. Multi-Disciplinary Learning through a Database Development Project

    ERIC Educational Resources Information Center

    Ng, Vincent; Lau, Chloe; Shum, Pearl

    2012-01-01

    Recently, there are many good examples of how multi-disciplinary learning can support students to learn collaboratively and not solely focus on a single professional sector. During the Fall 2011 and Spring 2012 semesters, we have attempted to gather students studying different professional domains together. Students from the Department of…

  5. Supervisors Need Support, Too

    ERIC Educational Resources Information Center

    Martin, James G.

    2017-01-01

    In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…

  6. Learning Culture, Line Manager and HR Professional Practice

    ERIC Educational Resources Information Center

    Harrison, Patricia

    2011-01-01

    Purpose: This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Design/methodology/approach: Three-year longitudinal, matched-pair study involving five participants and their line managers. Findings: Two of the five participants experienced…

  7. Preparing Pre-Service Teachers for the Profession: Creating Spaces for Transformative Practice

    ERIC Educational Resources Information Center

    Auhl, Greg; Daniel, Graham R.

    2014-01-01

    Within professional learning communities, the processes of shared reflection and critique, or critical transformative dialogues are considered crucial for the maintenance and improvement of professional practice. This paper focuses on the development of the processes of critical transformative dialogues and their application in the professional…

  8. Professional Training of Marketing Specialists: Foreign Experience

    ERIC Educational Resources Information Center

    Zakharchenko, Yuliia

    2017-01-01

    Due to content-based analysis of marketing specialists' professional training and approaches to development of their educational trajectory, it has been revealed that curricula and their content are given much attention by employers whose demands are focused on meeting current labour market conditions. It has been justified that despite the…

  9. Approaches to health-care provider education and professional development in perinatal depression: a systematic review.

    PubMed

    Legere, Laura E; Wallace, Katherine; Bowen, Angela; McQueen, Karen; Montgomery, Phyllis; Evans, Marilyn

    2017-07-24

    Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of educational and professional development needs and strategies for health-care providers in perinatal depression. A systematic search of the literature was conducted in seven academic health databases using selected keywords. The search was limited to primary studies and reviews published in English between January 2006 and May/June 2015, with a focus on perinatal depression education and professional development for health-care providers. Studies were screened for inclusion by two reviewers and tie-broken by a third. Studies that met inclusion criteria were quality appraised and data extracted. Results from the studies are reported through narrative synthesis. Two thousand one hundred five studies were returned from the search, with 1790 remaining after duplicate removal. Ultimately, 12 studies of moderate and weak quality met inclusion criteria. The studies encompassed quantitative (n = 11) and qualitative (n = 1) designs, none of which were reviews, and addressed educational needs identified by health-care providers (n = 5) and strategies for professional development in perinatal mental health (n = 7). Consistently, providers identified a lack of formal education in perinatal mental health and the need for further professional development. Although the professional development interventions were diverse, the majority focused on promoting identification of perinatal depression and demonstrated modest effectiveness in improving various outcomes. This systematic review reveals a lack of strong research in multi-disciplinary, sector, site, and modal approaches to education and professional development for providers to identify and care for women at risk for, or experiencing, depression. To ensure optimal health outcomes, further research comparing diverse educational and professional development approaches is needed to identify the most effective strategies and consistently meet the needs of health-care providers. A protocol for this systematic review was registered on PROSPERO (Protocol number: CRD42015023701 ), June 21, 2015.

  10. Improving Professional Development to Enhance Reading Outcomes for Students in Special Education.

    PubMed

    Lemons, Christopher J; Otaiba, Stephanie Al; Conway, Sheila J; Mellado De La Cruz, Veronica

    2016-12-01

    The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided. © 2016 Wiley Periodicals, Inc.

  11. Ensuring Opportunities for the Professional Development of Teachers. Innovation and Reform in Teacher Education for the 21st Century in the Asia-Pacific Region. Seminar Report (Hiroshima, Japan, September 1998).

    ERIC Educational Resources Information Center

    Tabata, Yoshinori, Ed.; Griek, Lyckle, Ed.

    This is the second seminar report in the sixth cycle of the UNESCO-APEID (Asia-Pacific Program of Educational Innovation for Development) Program on Innovation and Reform in Teacher Education for the 21st Century in the Asia-Pacific Region. The seminar focused on ensuring opportunities for the professional development of teachers. Experts from 10…

  12. The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes

    NASA Astrophysics Data System (ADS)

    Looi, Chee-Kit; Sun, Daner; Kim, Mi Song; Wen, Yun

    2018-01-01

    Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the establishment of the TPD model and exploration of its impact on teacher behaviors in the curriculum implementation.

  13. A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

    NASA Astrophysics Data System (ADS)

    Blackmon, Phyllis Ann

    This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

  14. The art of professional development and caring in cancer nursing.

    PubMed

    Wengström, Yvonne; Ekedahl, Marieanne

    2006-03-01

    The impetus for this qualitative study was the premise expressed by lay people that nursing terminally ill cancer patients must be depressing and difficult to cope with. Its focus was nurses' stress and coping strategies, both secular and religious. Data was collected using a narrative life-story approach, and then Lazaruz and Folkman's coping theory and Pargament's theory on the psychology of religion were used during the analysis of the data. Several factors were identified, related to the individual and group levels, that influence a nurse's identity and professional development. A person's life orientation was suggested as a first concept for developing a professional paradigm that includes caritas as a main orienting factor. Directed by the nurse's secular and religious orientation, competence develops, making it possible to understand, analyze, manage, and appreciate the significance of the professional work of caring.

  15. Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

    PubMed

    Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

    2006-01-01

    Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

  16. Continuing Professional Development (CPD) as a Means to Reducing Barriers to Inclusive Education: Research Study of the Education of Refugee Children in the Czech Republic

    ERIC Educational Resources Information Center

    Bacakova, Marketa; Closs, Alison

    2013-01-01

    The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…

  17. The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement

    ERIC Educational Resources Information Center

    Peretin, Janeen

    2014-01-01

    This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…

  18. Developing professionalism: dental students' perspective.

    PubMed

    Ashar, Abid; Ahmad, Amina

    2014-12-01

    To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions (FGD). Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year (8 students), 2nd year (6 students), 3rd year (6 students) and 4th year (6 students) enrolled in Bachelor of Dental Surgery (BDS) program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload (quota) and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally.

  19. The development and evaluation of a multimedia resource for family carers of patients receiving palliative care: a consumer-led project.

    PubMed

    Thomas, Kristina; Moore, Gaye

    2015-06-01

    Previous intervention research has shown that group education sessions for carers are effective but not always feasible due to the demands of the caregiving role and the difficulty in getting carers to attend. This project was a consumer-led research initiative to develop and evaluate a multimedia resource (DVD) providing information and support for carers of people receiving palliative care. Eight carers were recruited from a community palliative care service to form a steering committee for the project. In collaboration with two researchers, the committee discussed the topics that would be included in the resource, developed an interview guide, participated in the filmed interviews, and developed the evaluation program. The steering committee participated in a focus group as part of the evaluation to elicit their experiences of the project. An evaluation was conducted that included the following: questionnaires for 29 carers and 17 palliative care health professionals; follow-up telephone interviews with carers; a focus group with health professionals; and a focus group with the Carer Steering Committee. The carers and health professionals reported that the DVD was informative (93 and 94%, respectively), realistic (96 and 88%), supportive (93 and 88%), and helpful (83 and 100%). All health professionals and carers reported that they would recommend the resource to carers. Carers on the steering committee reported substantial benefits that involved the opportunity to help others and to openly discuss and reflect on their experiences. This is an important resource that can be utilized to support family carers and introduce palliative care. Currently, 1500 copies have been distributed to palliative care services and professionals nationwide and is available online at centreforpallcare.org/index.php/resources/carer_dvd/. Development of this DVD represents a strong collaboration between carers and researchers to produce a resource that is informative, supportive, and meaningful.

  20. The Professional Development of High School Chemistry Coordinators

    NASA Astrophysics Data System (ADS)

    Hofstein, Avi; Carmeli, Miriam; Shore, Relly

    2004-02-01

    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 year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

  1. The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

    ERIC Educational Resources Information Center

    Achinstein, Betty; Davis, Emily

    2014-01-01

    While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

  2. Management Development: A Need or a Luxury?

    ERIC Educational Resources Information Center

    Tasca, Anthony J.

    1975-01-01

    Focusing on management development, the article suggest alternative ways for training and development professionals to adapt to economic cycle-related periods of feast or famine. Diagnosis, personnel management strategy, measurement, and alternative strategies are topics considered. (MW)

  3. The clinical and cultural factors in classifying low back pain patients within Greece: a qualitative exploration of Greek health professionals.

    PubMed

    Billis, Evdokia V; McCarthy, Christopher J; Stathopoulos, Ioannis; Kapreli, Eleni; Pantzou, Paulina; Oldham, Jacqueline A

    2007-06-01

    Identifying homogenous subgroups of low back pain (LBP) patients is considered a priority in musculoskeletal rehabilitation and is believed to enhance clinical outcomes. In order to achieve this, the specific features of each subgroup need to be identified. The aim of this study was to develop a list of clinical and cultural features that are included in the assessment of LBP patients in Greece, among health professionals. This 'list' will be, utilized in a clinical study for developing LBP subgroups. Three focus groups were conducted, each one comprising health professionals with homogenous characteristics and all coordinated by a single moderator. There were: 11 physiotherapists (PTs) with clinical experience in LBP patients, seven PTs specialized in LBP management, and five doctors with a particular spinal interest. The focus of discussions was to develop a list of clinical and cultural features that were important in the examination of LBP. Content analysis was performed by two researchers. Clinicians and postgraduates developed five categories within the History (Present Symptoms, History of Symptoms, Function, Psychosocial, Medical History) and six categories within the Physical Examination (Observation, Neurological Examination, Active and Passive Movements, Muscle Features and Palpation). The doctors identified four categories in History (Symptomatology, Function, Psychosocial, Medical History) and an additional in Physical Examination (Special Tests). All groups identified three cultural categories; Attitudes of Health Professionals, Patients' Attitudes and Health System influences. An extensive Greek 'list' of clinical and cultural features was developed from the groups' analysis. Although similarities existed in most categories, there were several differences across the three focus groups which will be discussed.

  4. Professional Learning through the Collaborative Design of Problem-Solving Lessons

    ERIC Educational Resources Information Center

    Wake, Geoff; Swan, Malcolm; Foster, Colin

    2016-01-01

    This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

  5. How Teachers Develop Their Professional Knowledge in English Study Group in Taiwan

    ERIC Educational Resources Information Center

    Huang, Yi-Ching

    2007-01-01

    The purpose of this qualitative research was to understand the perceptions of Taiwanese teachers of the effects of a study group on their professional growth in the workplace. This case study employed the following data collection techniques: (1) informal observations and interviews, (2) focus group interview, (3) semi-structured individual…

  6. Social Competencies Identification for Realization of Successful Engineering Practice

    ERIC Educational Resources Information Center

    Ivanova, Malinka

    2012-01-01

    Purpose: The aim of this paper is to identify the main social competencies that future engineers need to become recognized professionals. In the paper the key competencies for contemporary engineers are examined and the focus is given on the importance of social competencies for professional development. A competency research model is developed…

  7. Graduate Students' Understanding of Educational Research in a Master of Education Program

    ERIC Educational Resources Information Center

    Moulding, Louise R.; Hadley, Kristin M.

    2010-01-01

    Background: Graduate teacher education programs focus on developing professional teachers' pedagogical skills and professional knowledge, however they may also require a thesis. Completion of the thesis necessitates that graduate students have an understanding of educational research; this is often not well understood by teachers nor is it an…

  8. A Mixed Method Case Study on Learner Engagement in e-Learning Professional Training

    ERIC Educational Resources Information Center

    Zhao, Jane Yanfeng

    2014-01-01

    Previous research showed that learners' reluctance in participating in e-Learning training is a major obstacle in achieving training objectives. This study focused on learners' e-Learning engagement in professional training in the chapter of the American Society for Training and Development (ASTD). The participants were 21 chapter members.…

  9. Using Simulation to Teach Project Management in the Professional Writing Classroom

    ERIC Educational Resources Information Center

    Krause, Tim

    2010-01-01

    It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

  10. Local Social Media Policies Governing Teachers' Professionally Oriented Participation Online: A Content Analysis

    ERIC Educational Resources Information Center

    Rodesiler, Luke

    2017-01-01

    In light of recent scholarship about teachers leveraging social media to support their continuing professional development, this article documents an investigation of school board policies governing teachers' use of social media. Focusing on 30 traditional public school systems within a 10-county region in the Midwestern United States, the author…

  11. Emergent Supervisors: Comparing Counseling Center and Non-Counseling-Center Interns' Supervisory Training Experiences

    ERIC Educational Resources Information Center

    Crook-Lyon, Rachel E.; Presnell, Jennifer; Silva, Lynda; Suyama, Mich; Stickney, Janine

    2011-01-01

    Focusing on supervision training is important for a variety of reasons. Many professionals, for example, stress both the positive and negative impact supervisors have on the development of counselor trainees. In addition, counselors are likely to provide supervision during their professional career. Furthermore, the role of supervisor is often…

  12. Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning

    ERIC Educational Resources Information Center

    Locke, William

    2014-01-01

    This Higher Education Academy (HEA) commissioned report provides a brief review of literature focusing on the changing nature of academic careers in the higher education sector, including any shift towards "teaching only" contracts. It also identifies key issues in terms of teaching and learning, continuing professional development and…

  13. Teachers without Borders: Technology's Advances Bring Teaching and Learning out of Isolation

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

    How can schools and districts leverage technology to create effective professional learning? At Learning Forward's 2012 Annual Conference, several sessions on innovative professional development, called iPD, highlighted the emerging work of districts, organizations, and companies focused on this issue. Presented in this article are excerpts from a…

  14. Exploring Senior Level Athletic Training Students' Perceptions on Burnout and Work-Life Balance

    ERIC Educational Resources Information Center

    Barrett, Jessica L.; Mazerolle, Stephanie M.; Eason, Christianne M.

    2016-01-01

    Context: The professional socialization process enables athletic training students (ATSs) to gain insights into behaviors, values, and attitudes that characterize their chosen profession. However, the process often focuses on skill development over professional issues. ATSs may be exposed to burnout and work-life conflict, which may impact their…

  15. The Work-Life Experience of Teachers and Orientation toward Professional Growth and Development.

    ERIC Educational Resources Information Center

    Ellis, Nancy E.

    This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in…

  16. Work Experience Program at a Metropolitan Paediatric Hospital: Assisting Rural and Metropolitan Allied Health Professionals Exchange Clinical Skills.

    ERIC Educational Resources Information Center

    Parkin, Ann E.; McMahon, Sandra; Upfield, Nancy; Copley, Jodie; Hollands, Karen

    2001-01-01

    A clinical experience program provided 29 rural Australian allied health professionals with experience in pediatric clinical areas and opportunities to share clinical knowledge and develop networks with metropolitan peers. Questionnaires and focus groups indicated that networking, clinical skills, knowledge, confidence, and awareness of rural…

  17. Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

    "Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

  18. Sustaining Care: Cultivating Mindful Practice in Early Years Professional Development

    ERIC Educational Resources Information Center

    Taggart, Geoff

    2015-01-01

    The practitioner's own self is a resource in early childhood education and care (ECEC). It is proposed that an experiential training focusing on the "professional self" helps to raise awareness of how psychological dispositions may impair or enhance quality of provision. A key concept in such training is emotional labour, explored with…

  19. Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs

    ERIC Educational Resources Information Center

    Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

    2014-01-01

    Context: Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion. Objective: To gain insights from the PD on methods…

  20. Europe's Got Talent: Setting the Stage for New Teachers by Educative Mentoring

    ERIC Educational Resources Information Center

    da Rocha, Karin

    2014-01-01

    Growing challenges, demographic change and the need to deal with various demands in one's professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the…

  1. Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

    ERIC Educational Resources Information Center

    Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2015-01-01

    Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

  2. A Shared Experience: An Interdisciplinary Professional Doctorate in Health and Social Care

    ERIC Educational Resources Information Center

    Mcvicar, Andrew; Caan, Woody; Hillier, Dawn; Munn-Giddings, Carol; Ramon, Shulamit; Winter, Richard

    2006-01-01

    This paper describes the development of an innovative interprofessional doctorate in health and social care, within an academic framework designed explicitly to ensure that candidates must demonstrate qualities of cognitive application commensurate with doctoral study, yet must also meet the practice-focused outcomes of a professional doctorate.…

  3. Developing and Embedding Inquiry-Guided Learning across an Institution

    ERIC Educational Resources Information Center

    Jenkins, Martin; Healey, Mick

    2012-01-01

    The University of Gloucestershire, located in the southwest of the United Kingdom, is a small university with approximately 7,500 full-time students and 400 teaching staff. It has three faculties, all with a professional or applied focus: (1) Media, Art, and Technology; (2) Business, Education, and Professional Studies; and (3) Applied Sciences.…

  4. Use of Outcome Measurement by Paediatric AHPs in Northern Ireland

    ERIC Educational Resources Information Center

    Harron, Anita; Titterington, Jill

    2016-01-01

    Background: Professional standards advocate routine use of outcome measurement (OM) in the practice of allied health professionals (AHPs). Historically, OM has focused on impairment and its immediate constraints on activity, while current policy encourages the development and addition of impact-based OM. There appears to be an assumption at this…

  5. Assessing the Merits of International Service-Learning in Developing Professionalism in Mass Communication

    ERIC Educational Resources Information Center

    Motley, Phillip; Sturgill, Amanda

    2013-01-01

    This project assessed how an international service-learning course affected mass communication students' knowledge of professionalism. Using written reflections and focus group transcripts from four courses that took place in Central America, we observed that placing students in immersive environments, where they are able to work on authentic…

  6. Professional Master's degree in Nursing: knowledge production and challenges

    PubMed Central

    Munari, Denize Bouttelet; Parada, Cristina Maria Garcia de Lima; Gelbcke, Francine de Lima; Silvino, Zenith Rosa; Ribeiro, Luana Cássia Miranda; Scochi, Carmen Gracinda Silvan

    2014-01-01

    Objective to analyze the production of knowledge resulting from the professional master's degree programs in Nursing and to reflect about their perspectives for the area. Method descriptive and analytical study. Data collected from the dissertations of three educational institutions that graduated students in programs of professional master's degree in Nursing between 2006 and 2012 were included. Results most of the 127 course completion studies analyzed were developed within hospital contexts; there was a focus on the organizational and healthcare areas, in the research fields care process and management, and predominance of qualitative studies. There are various products resulting from the course completion studies: evaluation of services/healthcare programs and development of processes, care or educational protocols. Conclusion the programs of professional master's degree in Nursing, which are undergoing a consolidation stage, have recent production under development and there is a gap in the creation of hard technologies and innovation. They are essential for the development of innovative professional practices that articulate the healthcare and educational areas. PMID:26107826

  7. Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

    PubMed Central

    Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

    2015-01-01

    The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

  8. Starting with Teachers: Bringing GIS technology to the secondary classroom

    NASA Astrophysics Data System (ADS)

    Claesgens, J.; Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Manone, M.

    2010-12-01

    An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first step to achieving changes in student learning. The assumption is that the teachers themselves have to learn the technology before they can successfully implement it into their classrooms. Teachers attended a 2-week professional development workshop that presented pedagogy, content and GIS training. Our premise for the workshop was that modeling and practicing research-based pedagogical practice will improve participant science instruction through an immersion program focusing on real life problems. The second premise is that improving teacher technology skills and pedagogical knowledge and practice will improve student achievement in science. Professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. Therefore if our goal is to immerse the teachers in learning as the students, we need to measure if they indeed did learn. To evaluate if the teacher learned the material just as a student might, we administered a pre- and post-test to 23 teachers attending the workshops. There were 2 forms of the test, a multiple-choice test that focused on content questions in earth science, interpretation of GIS screen shots and spatial reasoning skills. The second component, the Geospatial Technology Performance Assessment, focused on the teachers’ abilities to use the GIS technology to gather data, sort and communicate information using maps, tables and keys. For the latter a grounded-theory approach was used to group teachers answers based on the responses provided. Teacher responses fell into 5 groups, scored 0-4. These scores were cumulative, meaning that for someone to earn a 3 they needed to be able to show proficiency at a 1 and 2 level. Results of the pre and posttests are in the table below. The ultimate goal of this project is to improve student understanding. At this point we have data that our teachers did develop an understanding of GIS from the professional development workshop that we hope to see implemented into the classroom.Results of pre and posttests *The scoring rubric will be presented at the conference.

  9. A Framework for Teachers' Knowledge of Mathematical Reasoning

    ERIC Educational Resources Information Center

    Herbert, Sandra

    2014-01-01

    Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in…

  10. Professional development by scientists and teachers' understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Schuster, Dwight A.

    The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how university-based professional development for science educators can be improved, helping to actualize the collaborative relationships that need to exist between staff developers and discipline specialists. In conclusion, I use the findings from this study to expand the current literature and suggest how improved university-based professional development contexts can be created.

  11. Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects

    NASA Astrophysics Data System (ADS)

    Bouwma-Gearhart, Jana

    There is a national movement to improve undergraduate science, technology, engineering, and mathematics (STEM) education. Given the percentage of academics teaching and training at research institutions, there is a parallel movement to improve the quality of teaching-focused professional development for practicing and future STEM educators at these institutions. While research into the effectiveness of teaching professional development at the postsecondary level has increased over the last 40 years, little attention has been paid to understanding faculty perceptions regarding what constitutes effective teaching professional development. Less is known about how to best meet the needs of STEM faculty at research universities and why, given that they are seldom required to engage in teaching professional development, they bother to participate at all. The higher education research community must develop theory grounded in the knowledge and practical experiences of the faculty engaged in teaching professional development. I have studied what motivates twelve research university science and engineering faculty to engage in teaching professional development in light of local supports and barriers and the resulting value of their participation. I have interpreted the experiences of my research participants to indicate that they were motivated to engage in teaching professional development to fulfill a need to bring their teaching competencies in better concordance with their professional strengths as researchers. Once engaged, my research participants increased their teaching competence and achieved more autonomy with respect to their professional practice. As they continued to engage, they internalized the values and practices associated with effective teaching professional development and adopted the commitment to continually problematize their teaching practice as more of their own. My research participants attempted to transfer their revised stance regarding teaching and teaching professional development to their student mentees and colleagues. They found certain teaching professional development types and topics to be more meaningful and of interest than others. My research findings may inform those committed to the improvement of postsecondary STEM education at research universities, including teaching professional development advocates and implementers and participating faculty members themselves.

  12. Toward a Framework for Multicultural STEM-Focused Career Interventions.

    PubMed

    Byars-Winston, Angela

    2014-12-14

    Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.

  13. Toward a Framework for Multicultural STEM-Focused Career Interventions

    PubMed Central

    Byars-Winston, Angela

    2015-01-01

    Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields. PMID:25750480

  14. Understanding science teacher enhancement programs: Essential components and a model

    NASA Astrophysics Data System (ADS)

    Spiegel, Samuel Albert

    Researchers and practioners alike recognize that "the national goal that every child in the United States has access to high-quality school education in science and mathematics cannot be realized without the availability of effective professional development of teachers" (Hewson, 1997, p. 16). Further, there is a plethora of reports calling for the improvement of professional development efforts (Guskey & Huberman, 1995; Kyle, 1995; Loucks-Horsley, Hewson, Love, & Stiles, 1997). In this study I analyze a successful 3-year teacher enhancement program, one form of professional development, to: (1) identify essential components of an effective teacher enhancement program; and (2) create a model to identify and articulate the critical issues in designing, implementing, and evaluating teacher enhancement programs. Five primary sources of information were converted into data: (1) exit questionnaires, (2) exit surveys, (3) exit interview transcripts, (4) focus group transcripts, and (5) other artifacts. Additionally, a focus group was used to conduct member checks. Data were analyzed in an iterative process which led to the development of the list of essential components. The Components are categorized by three organizers: Structure (e.g., science research experience, a mediator throughout the program), Context (e.g., intensity, collaboration), and Participant Interpretation (e.g., perceived to be "safe" to examine personal beliefs and practices, actively engaged). The model is based on: (1) a 4-year study of a successful teacher enhancement program; (2) an analysis of professional development efforts reported in the literature; and (3) reflective discussions with implementors, evaluators, and participants of professional development programs. The model consists of three perspectives, cognitive, symbolic interaction, and organizational, representing different viewpoints from which to consider issues relevant to the success of a teacher enhancement program. These perspectives influence and are examined across three settings, program, individual, and school. An over-arching theme, namely the content focus of the program, such as the teaching and learning of science illuminate both the perspectives and the settings. While the model was developed to understand and evaluate a specific program, it is hypothesized that it can be a powerful tool for designing and implementing a variety of programs.

  15. Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-Level Modeling Study

    ERIC Educational Resources Information Center

    Yang, Yang

    2017-01-01

    Systematic studies on effectiveness of in-service teacher professional development (PD) are important for science education research and practice. Previous studies mostly focus on one certain aspect of the entire program, for example, effectiveness of PD on improvement of teachers' knowledge or students' learning outcomes. This study, however,…

  16. Malaysian registered nurses' professional learning.

    PubMed

    Chiu, Lee H

    2006-01-01

    Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.

  17. 'Easier said than done': empowering dialogues with patients at the pain clinic - the health professionals' perspective.

    PubMed

    Tveiten, Sidsel; Meyer, Ingrid

    2009-11-01

    The aim of the present study was to develop knowledge of the dialogue between the health professionals and the patient in the empowerment process. Dialogue is important regarding empowerment. Transcript-based qualitative content analysis was used to reveal the meaning of five health professionals' views and reflections as reported during three focus group interviews. The dialogues are important and have varying purposes and characteristics. Conducting good dialogues represents challenges. Engaging in dialogues according to the principles of empowerment was easier said than done. Establishing supervision groups, considering the dialogue as part of the therapy and organizing the service in a way that makes dialogues and real participation possible. Further research may focus on the patients' views and reflections regarding the dialogues with the health professionals. What is new knowledge about the complexity and the challenges in conducting dialogues in the empowerment process?

  18. Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

    NASA Astrophysics Data System (ADS)

    Kaszczak, Lesia

    With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional development sessions, but that their classroom practices did not change as a result of the professional development program.

  19. Employees' Perceptions of Female Affinity Groups

    ERIC Educational Resources Information Center

    Gabriel, Peter J.

    2017-01-01

    Female affinity groups offered by corporations are formalized corporate initiatives focused on networking and professional development opportunities for women (Welbourne & McLaughlin, 2013). The scholarly literature focused on female affinity groups was limited. The purpose of this grounded theory Dissertation in Practice study was to…

  20. Cognitive Challenges

    MedlinePlus

    ... Young Adults School Issues TSC Clinical Trials Find Local Resources Publications Webinars and Videos Biosample Repository Patient-Focused Drug Development Learn Engage Donate Healthcare Professionals Often undetected. Easily ...

  1. Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media

    PubMed Central

    Pereira, Ian; Cunningham, Anne Marie; Moreau, Katherine; Sherbino, Jonathan; Jalali, Alireza

    2015-01-01

    Background Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. Objective To develop evidence for the professional use of social media in medicine. Methods A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. Results The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Conclusions Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms. PMID:26294333

  2. Examining Teachers' Understanding of the Mathematical Learning Progression through Vertical Articulation during Lesson Study

    ERIC Educational Resources Information Center

    Suh, Jennifer; Seshaiyer, Padmanabhan

    2015-01-01

    This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

  3. Similarities and Differences in the Academic Education of Software Engineering and Architectural Design Professionals

    ERIC Educational Resources Information Center

    Hazzan, Orit; Karni, Eyal

    2006-01-01

    This article focuses on the similarities and differences in the academic education of software engineers and architects. The rationale for this work stems from our observation, each from the perspective of her or his own discipline, that these two professional design and development processes share some similarities. A pilot study was performed,…

  4. In the Driver's Seat: Teacher-Led Model Moves Learning in the Right Direction

    ERIC Educational Resources Information Center

    Sullivan, Lisa; Westover, Theresa

    2015-01-01

    What happens when teachers are given funding and time to identify and develop targeted and innovative professional learning? This article focuses on lessons learned from grants funded through the California Department of Education that were designed to do just this. As the state and the nation consider the best approaches to professional learning…

  5. Professional Counseling in South Africa: A Landscape under Construction

    ERIC Educational Resources Information Center

    Maree, Jacobus G.; van der Westhuizen, Carol N.

    2011-01-01

    The focus of this article is on the history, status, and trends of the counseling profession in South Africa and on the similarities with the development of the counseling profession in the United States. A need exists for South African professional counselors to refocus their research efforts to reflect the realities of the 21st century and link…

  6. Curriculum Weaving: Developing Creative Curricular Opportunities for Pre-Service Teachers and Elementary Students through Project-Based Learning

    ERIC Educational Resources Information Center

    DuBois, Alison Lynn; Keller, Tina Marie

    2016-01-01

    Curriculum Weaving uses multi-layered goal planning designed to activate the students' prior knowledge, connect the student to student competencies and encourage them to engage in professionally-based, project management activities that will cultivate effective professional in the field classroom teacher. The focus of weaving these elements…

  7. An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

    ERIC Educational Resources Information Center

    Steele, Annfrid R.

    2017-01-01

    There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

  8. Social Media, Professionalism and Higher Education: A Sociomaterial Consideration

    ERIC Educational Resources Information Center

    Fenwick, Tara

    2016-01-01

    Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of…

  9. Bridging the Gap: On Ways to Improve Collaboration between Secondary Teachers and University Professors

    ERIC Educational Resources Information Center

    Juarez-Dappe, Patricia

    2011-01-01

    The importance of content-focused professional development for high school teachers has been widely recognized by educators and legislators. Professionals in education at all levels have long argued for more contacts between secondary and post-secondary instructors as one important way to improve subject matter mastery. In response to this call,…

  10. Qualifications and the Professional Preparation and Development of Art Museum Educators

    ERIC Educational Resources Information Center

    Ebitz, David

    2005-01-01

    Art museums in the United States have undergone profound changes since the 1980s. Have the qualifications and professional preparation of art museum educators changed as well? This article focuses on these qualifications from five points of view: a) the changing context of art museums in transition from object-centered to visitor-centered…

  11. Pediatric Healthcare Professionals' Views on Autism Spectrum Disorder Screening at 12-18 Months

    ERIC Educational Resources Information Center

    Crais, Elizabeth R.; McComish, Cara S.; Humphreys, Betsy P.; Watson, Linda R.; Baranek, Grace T.; Reznick, J. Steven; Christian, Rob B.; Earls, Marian

    2014-01-01

    This study explored North Carolina pediatric healthcare professional's (PHP) perceptions of screening 12-18 month old infants for Autism Spectrum Disorder (ASD). Eight focus groups (66 PHPs) were conducted across practice settings. The purpose was to explore PHP's perspectives to: inform development of ASD screening tools and ultimately impact…

  12. Forming a Professional Identity: Conversations between English Method Students.

    ERIC Educational Resources Information Center

    Doecke, Brenton; McKnight, Lucinda

    This paper aims to show how its author/researchers were brought to reconsider some of the assumptions behind a small arc project that was being conducted on the professional development of student teachers in Australia. A small group of English Method students were invited to participate in three focus group interviews: before their first teaching…

  13. Engagement in Structured Social Space: An Investigation of Teachers' Online Peer-to-Peer Interaction

    ERIC Educational Resources Information Center

    Robson, James

    2016-01-01

    With a growing number of teachers engaging online with their peers, online social spaces are increasingly highlighted as playing a key role in teachers' professional learning and development. However, while academic and professional discourses tend to focus on the benefits and weaknesses of teachers' engagement in online social spaces, little…

  14. Seeing Is Believing: Peer Video Coaching as Professional Development Done with Me and for Me

    ERIC Educational Resources Information Center

    Cassada, Kate M.; Kassner, Laura D.

    2018-01-01

    As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were…

  15. A Study of the Vestiges of Studio Classroom Projects in Two Middle School Mathematics Departments

    ERIC Educational Resources Information Center

    Nordquist, Lora

    2010-01-01

    Lesson study, a form of school-based professional development widely practiced in Japan, has gained popularity in the United States over the last two decades. However, research on its effectiveness has been limited in scope, typically conducted shortly after the conclusion of the professional learning and focused primarily on the practices of…

  16. Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

    PubMed

    Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

    2007-11-01

    The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

  17. Exploring informal workplace learning in primary healthcare for continuous professional development.

    PubMed

    Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

    2017-07-01

    All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

  18. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    NASA Astrophysics Data System (ADS)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

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

    NASA Astrophysics Data System (ADS)

    Gargus, Gerald Vincent

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

  20. Development of the Professional Self-Care Scale.

    PubMed

    Dorociak, Katherine E; Rupert, Patricia A; Bryant, Fred B; Zahniser, Evan

    2017-04-01

    In recent years, there has been an increased emphasis on the importance of self-care for psychologists and other mental health professionals. With the growth of positive psychology and preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the adverse effects of stress and promoting professional functioning and well-being. However, the research on self-care is limited because of the lack of an empirically based, psychometrically sound measure of this construct. Thus, the purpose of this project was to develop a measure of professional self-care. Professional psychologists were the focus of study, with the goal being to develop a measure that can be used in this population and similar groups of professionals. Based on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor, 21-item scale was created. Factor analysis identified the following self-care factors: Professional Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance. Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study was conducted with a second sample of clinical psychologists. The 5-factor structure provided a good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-factor, 21-item Professional Self-Care Scale was established for further study and use in future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Ruberg, L. F.; Calinger, M.

    2014-12-01

    The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science instruction after the professional development sessions. In summary, this report describes how this professional approach can serve as a regional model to address the need for climate science literacy throughout Appalachia.

  2. Improvising Your Teaching Skills

    ERIC Educational Resources Information Center

    Oleniczak, Jen

    2016-01-01

    Gallery teachers are constantly searching for new ideas to better reach and connect with their audience. Professional development sessions often focus on what we say to our communities, but how often do museum education departments offer trainings that focus on basic principles of human interaction like listening and communication? Improv…

  3. Drive-Through Training

    ERIC Educational Resources Information Center

    Carter, Margie

    2010-01-01

    In this article, the author discusses how the early childhood field's approach to staff training reflects the drive-through, fast-food culture. Year after year directors send their teachers to workshops to get some quick refresher techniques. The author suggests that rather than focusing professional development on topics, focus on observing…

  4. Self-perceptions of well-being in professional helpers and volunteers operating in war contexts.

    PubMed

    Veronese, Guido

    2013-07-01

    We carried out qualitative research with 61 health professionals and volunteer workers to explore their perceptions of their own and their clients' well-being in a context of political violence. We applied content analysis to identify the themes emerging from 8 focus group and 11 individual interviews. Participants were found to define the concept of well-being in terms of three key areas: security, participation, and development. Palestinian health providers see promotion of economic development and professional growth, involvement in political and social life, and resistance to the occupation as factors required to enhance well-being and quality of life for themselves and their clients.

  5. Assessment of professionalism: a consolidation of current thinking.

    PubMed

    Goldie, John

    2013-01-01

    Professionalism has become a hot topic in medical education. Professionalism needs to be assessed if it is to be viewed as both positive and relevant. The assessment of professionalism is an evolving field. This review aims to consolidate current thinking. Assessment of professionalism has progressed from an initial focus on the development and attainment of professional identity, through identifying areas of deficiency, to the attainment of a set of identifiable positive attributes and behaviours. It is now beginning to recognise the challenge of assessing a multi-dimensional construct, looking beyond the measurement of behaviour to embrace a diversity of approaches. Professionalism should be assessed longitudinally. It requires combinations of different approaches, assessing professionalism at individual, interpersonal and societal/institutional levels. Increasing the depth and the quality of reliability and validity of existing programmes in various contexts may be more appropriate than concentrating on developing new instruments. Increasing the number of tests and the number of relevant contexts will increase the reliability of the result. Similarly increasing the number of observers increases reliability. Feedback, encouraging reflection, can promote change in behaviour and identity formation.

  6. Early Professional Development in the Scottish Context: Pre-Service High School Teachers and the Management of Behaviour in Classrooms

    ERIC Educational Resources Information Center

    Hamilton, Lorna

    2015-01-01

    This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers' developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of…

  7. Developing Army Leaders through Increased Rigor in Professional Military Training and Education

    DTIC Science & Technology

    2017-06-09

    leadership. Research Methodology An applied, exploratory, qualitative research methodology via a structured and focused case study comparison was...research methodology via a structured and focused case study comparison. Finally, it will discuss how the methodology will be conducted to make...development models; it serves as the base data for case study comparison. 48 Research Methodology and Data Analysis A qualitative research

  8. NGSS aligned Earth science resources and professional development programs from the Exploratorium.

    NASA Astrophysics Data System (ADS)

    Muller, E.

    2016-12-01

    The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

  9. Quantitative and Qualitative Analysis of the Impact of Adoption of a Mobile Application for the Assessment of Professionalism in Medical Trainees.

    PubMed

    Cendán, Juan C; Castiglioni, Analia; Johnson, Teresa R; Eakins, Mike; Verduin, Marcia L; Asmar, Abdo; Metcalf, David; Hernandez, Caridad

    2017-11-01

    Capturing either lapses or excellence in behaviors related to medical professionalism is difficult. The authors report a mixed-methods analysis of a novel mobile platform for assessing medical professionalism in a training environment. A mobile Web-based platform to facilitate professionalism assessment in a situated clinical setting (Professional Mobile Monitoring of Behaviors [PROMOBES]) was developed. A professionalism framework consisting of six domains (reliability, adaptability, peer relationships, upholding principles, team relationships, and scholarship) encompassing 25 subelements underpins the reporting structure. This pilot study involved 26 faculty supervising 93 medical trainees at two sites from January 12 to August 8, 2016. Notable professionalism behaviors were linked to the framework domains and elements; narrative details about incidences were captured on mobile devices. Surveys gauged the technological functionality and impact of PROMOBES on faculty assessment of professionalism. Qualitative focus groups were employed to elucidate user experience. Although users anticipated PROMOBES's utility would be for reporting lapses in professionalism, 94.7% of reports were for commendation. Comfort assessing professionalism (P = .04) and recognition of the reporting procedures for professionalism-related concerns (P = .01) improved. PROMOBES attained high acceptance ratings. Focus group analysis revealed that the explicit connection to the professionalism framework was powerful; similarly, the near real-time reporting capability, multiple observer inputs, and positive feedback facilitation were strengths. Making the professionalism framework visible and accessible via a mobile platform significantly strengthens faculty knowledge and behaviors regarding assessment. The strong desire to capture positive behaviors was an unexpected finding.

  10. Know-Who? Linking Faculty's Networks to Stages of Instructional Development

    ERIC Educational Resources Information Center

    Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.; De Maeyer, Sven; Van Petegem, Peter

    2015-01-01

    Research into faculty members' instructional development has primarily focused on individual skills and knowledge. As collegial interactions may support or constrain faculty's professional development in higher education, this study compared and contrasted the networks of faculty members in different stages of instructional development (novice,…

  11. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    PubMed

    Munro, Kathleen M

    2008-11-01

    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.

  12. Hospital nurses' wellbeing at work: a theoretical model.

    PubMed

    Utriainen, Kati; Ala-Mursula, Leena; Kyngäs, Helvi

    2015-09-01

    To develop a theoretical model of hospital nurses' wellbeing at work. The concept of wellbeing at work is presented without an exact definition and without considering different contents. A model was developed in a deductive manner and empirical data collected from nurses (n = 233) working in a university hospital. Explorative factor analysis was used. The main concepts were: patients' experience of high-quality care; assistance and support among nurses; nurses' togetherness and cooperation; fluent practical organisation of work; challenging and meaningful work; freedom to express diverse feelings in the work community; well-conducted everyday nursing; status related to the work itself; fair and supportive leadership; opportunities for professional development; fluent communication with other professionals; and being together with other nurses in an informal way. Themes included: collegial relationships; enhancing high-quality patient care; supportive and fair leadership; challenging, meaningful and well organised work; and opportunities for professional development. Object-dependent wellbeing was supported. Managers should focus on strengthening the positive aspect of wellbeing at work, focusing on providing fluently organised work practices, fair and supportive leadership and togetherness while allowing nurses to implement their own ideas and promote the experience of meaningfulness. © 2014 John Wiley & Sons Ltd.

  13. Relationships between cooperation and goal orientation among male professional and semi-professional team athletes.

    PubMed

    Lameiras, João; Almeida, Pedro L; Garcia-Mas, Alexandre

    2014-12-01

    In team sports, athletes' goals may focus on the task (enhancing performance, developing better skills, etc.) or on ego (being better than the others, achieving superiority, etc.). This study investigated the relationships between athletes' goal orientation and their tendency to cooperate with teammates and coaches. 158 professional men (M age = 24.1 yr., SD = 4.6) who played on various sport teams participated in this study. Goal orientation was measured with the Portuguese version of the Task and Ego Orientation in Sport Questionnaire, and cooperation was measured with the Questionário de Cooperação Desportiva. Cooperation was positively correlated with task orientation, and negatively correlated with ego orientation. Overall, the findings support that in sports, directing the players' focus on task may promote prosocial behavior.

  14. Developing Technologies for Space Resource Utilization: Concept for a Planetary Engineering Research Institute

    NASA Astrophysics Data System (ADS)

    Blacic, J. D.; Dreesen, D.; Mockler, T.

    2000-01-01

    There are two principal factors that control the economics and ultimate utilization of space resources: 1) space transportation, and 2) space resource utilization technologies. Development of space transportation technology is driven by major government (military and civilian) programs and, to a lesser degree, private industry-funded research. Communication within the propulsion and spacecraft engineering community is aided by an effective independent professional organization, the American Institute of Aeronautics and Astronautics (AIAA). The many aerospace engineering programs in major university engineering schools sustain professional-level education in these fields. NASA does an excellent job of public education in space science and engineering at all levels. Planetary science, a precursor and supporting discipline for space resource utilization, has benefited from the establishment of the Lunar and Planetary Institute (LPI) which has served, since the early post-Apollo days, as a focus for both professional and educational development in the geosciences of the Moon and other planets. The closest thing the nonaerospace engineering disciplines have had to this kind of professional nexus is the sponsorship by the American Society of Civil Engineers of a series of space engineering conferences that have had a predominantly space resource orientation. However, many of us with long-standing interests in space resource development have felt that an LPI-like, independent institute was needed to focus and facilitate both research and education on the specific engineering disciplines needed to develop space resource utilization technologies on an on-going basis.

  15. A professional development model for medical laboratory scientists working in the microbiology laboratory.

    PubMed

    Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

    2012-01-01

    The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals.

  16. Professional Development Needs of Mid-Career Agriculture Teachers

    ERIC Educational Resources Information Center

    Smalley, Scott W.; Smith, Amy R.

    2017-01-01

    Nationwide, agricultural education faces a shortage of teachers (National Teach Ag Campaign, 2014; Foster, Lawver, & Smith, 2016). To remedy this, both recruitment and retention efforts are necessary. While extensive research in agricultural education has focused on needs of beginning teachers, less research has focused on needs of agriculture…

  17. Focus on Adaptation. Final Report.

    ERIC Educational Resources Information Center

    Focus, 1997

    1997-01-01

    A panel of state staff, Professional Development Center directors, and other experts reviewed current or previous exemplary projects in Pennsylvania and in the U.S. and published project descriptions in a newsletter ("FOCUS" bulletin). Twenty-two special projects were selected as exemplary based on a five-point scale for innovation,…

  18. Surviving an Avalanche of Data

    ERIC Educational Resources Information Center

    English, Lyn D.

    2013-01-01

    The National Council of Teachers of Mathematics (NCTM) continues to emphasize the importance of early statistical learning; data analysis and probability was the Council's professional development "Focus of the Year" for 2007-2008. Such a focus is needed, especially given the results of the statistics items from the 2003 NAEP. As…

  19. Experience preferred: insights from our newest public health professionals on how internships/practicums promote career development.

    PubMed

    Hernandez, Kristen E; Bejarano, Sandra; Reyes, Francis J; Chavez, Margarita; Mata, Holly

    2014-01-01

    Universities offering undergraduate degrees in health promotion or health education and/or graduate degrees in public health typically require an internship, practicum, or fieldwork experience. This type of mentored experience is an important aspect of career development for the next generation of public health professionals and benefits not only the students but also the profession and the communities in which they work. This article provides perspectives from four public health professionals who have recently graduated from designated minority-serving institutions and highlights the ways in which internship, practicum, or fieldwork experiences have contributed to their career development. From a career development perspective, internships provide unique opportunities to develop professional networks, practice competencies learned in the classroom, gain experience in different environments, and share lessons learned with others in our field. The diversification of the public health research and practice workforce is increasingly recognized as crucial in building health equity. Internship programs that focus specifically on the academic and professional development of students underrepresented in public health provide experiences that meet or supplement academic requirements, and provide students with real-world experience and an expanded network of mentors and role models.

  20. Implementation of interprofessional learning activities in a professional practicum: The emerging role of technology.

    PubMed

    Brault, Isabelle; Therriault, Pierre-Yves; St-Denis, Louise; Lebel, Paule

    2015-01-01

    To prepare future healthcare professionals to collaborate effectively, many universities have developed interprofessional education programs (IPE). Till date, these programs have been mostly courses or clinical simulation experiences. Few attempts have been made to pursue IPE in healthcare clinical settings. This article presents the results of a pilot project in which interprofessional learning activities (ILAs) were implemented during students' professional practicum and discusses the actual and potential use of informatics in the ILA implementation. We conducted a pilot study in four healthcare settings. Our analysis is based on focus group interviews with trainees, clinical supervisors, ILA coordinators, and education managers. Overall, ILAs led to better clarification of roles and understanding of each professional's specific expertise. Informatics was helpful for developing a common language about IPE between trainees and healthcare professionals; opportunities for future application of informatics were noted. Our results support the relevance of ILAs and the value of promoting professional exchanges between students of different professions, both in academia and in the clinical setting. Informatics appears to offer opportunities for networking among students from different professions and for team members' professional development. The use of technology facilitated communication among the participants.

  1. An evaluation of a professional learning network for computer science teachers

    NASA Astrophysics Data System (ADS)

    Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

    2017-01-01

    This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices.

  2. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development

    NASA Astrophysics Data System (ADS)

    Doraiswamy, Nithya

    This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

  3. The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens

    ERIC Educational Resources Information Center

    Rooney, Donna; Hopwood, Nick; Boud, David; Kelly, Michelle

    2015-01-01

    The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually…

  4. South African Universities and Human Development: Towards a Theorisation and Operationalisation of Professional Capabilities for Poverty Reduction

    ERIC Educational Resources Information Center

    Walker, Melanie; McLean, Monica; Dison, Arona; Peppin-Vaughan, Rosie

    2009-01-01

    This paper reports on a research project investigating the role of universities in South Africa in contributing to poverty reduction through the quality of their professional education programmes. The focus here is on theorising and the early operationalisation of multi-layered, multi-dimensional transformation based on ideas from Amartya Sen's…

  5. Differences as Catalysts for Professional Learning--Participating in a Student Exchange Program between Sweden and Uganda

    ERIC Educational Resources Information Center

    Vikström, Sofia; Kamwesiga, Julius; Mubangizi, Andrew; Guidetti, Susanne

    2017-01-01

    The aim was to describe the experiences of some university students and the effect on their own learning and professional development by participating in an exchange program. Data were derived from two focus group interviews with students (n = 12) who enrolled in a 12-week international exchange program between: (a) the occupational therapy…

  6. Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

    ERIC Educational Resources Information Center

    Nilsson, Pernilla; Vikström, Anna

    2015-01-01

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

  7. Develop Student Performance Objectives. Second Edition. Module B-2 of Category B--Instructional Planning. Professional Teacher Education Module Series.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This module is one of a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

  8. A Winding Road--Professional Trajectories from Higher Education to Working Life: A Case Study of Political Science and Psychology Graduates

    ERIC Educational Resources Information Center

    Nystrom, Sofia; Dahlgren, Madeleine Abrandt; Dahlgren, Lars Owe

    2008-01-01

    This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linkoping University in Sweden:…

  9. Social Media for Professional Development and Networking Opportunities in Academia

    ERIC Educational Resources Information Center

    Donelan, Helen

    2016-01-01

    The research reported on in this article explores the use of social media for work-related or professional purposes. In particular, it focuses on the perceptions and use of social media by academics in the UK. The purpose of the research was to explore the potential social media has to facilitate the changing landscape of higher education and…

  10. Developing an Appropriate Design of Blended Learning with Web-Enabled Self-Regulated Learning to Enhance Students' Learning and Thoughts regarding Online Learning

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen; Shen, Pei-Di; Tsai, Meng-Chuan

    2011-01-01

    The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. The teaching in this context usually focuses on how to help students enhance their professional skills and pass the certificate examinations, particularly for computing courses. However, due to national education policy, pure online courses are…

  11. A Largely Unsatisfied Need: Continuing Professional Development for Process and Process Plant Industries. A Summary. FEU/PICKUP Project Report.

    ERIC Educational Resources Information Center

    Geldhart, D.; Brown, A. S.

    This summary report outlines the aims of a project that focused on provision of short courses for technical professionals in the chemical and allied process industry and the process plant industry. Continuing education needs of both companies and individuals, as well as corporate policies and attitudes toward continuing education and constraints…

  12. Newly Qualified Teachers' Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium

    ERIC Educational Resources Information Center

    Harju, Vilhelmiina; Niemi, Hannele

    2016-01-01

    The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to…

  13. Building Personal Learning Environments by Using and Mixing ICT Tools in a Professional Way

    ERIC Educational Resources Information Center

    Castaneda, Linda; Soto, Javier

    2010-01-01

    This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience. The central focus of this methodology was the use of hands-on sessions to introduce…

  14. Blending Together, Step by Step: Principal Uses Professional Learning to Combine Two School Cultures into One

    ERIC Educational Resources Information Center

    Martin, Linda E.; Shafer, Tracy; Kragler, Sherry

    2009-01-01

    There is no denying that combining two schools, or even opening a new school, is loaded with challenges and frustrations as well as high expectations. Principal Tracy Shafer saw a rural school consolidation as an opportunity to use professional development to create a community focused on student learning, meeting the need for high-quality…

  15. An in-depth study of a teacher engaged in an innovative primary science trial professional development project

    NASA Astrophysics Data System (ADS)

    Watters, James J.; Ginns, Ian S.

    1997-03-01

    The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness of Primary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitled Simply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused by Primary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed.

  16. Fostering professional formation in residency: development and evaluation of the "forum" seminar series.

    PubMed

    Nothnagle, Melissa; Reis, Shmuel; Goldman, Roberta E; Anandarajah, Gowri

    2014-01-01

    Residency training is a critical time for physicians' professional formation. However, few structured interventions exist to support residents in this transformative process of integrating personal and professional values, a process that is essential to physician identity formation and preservation of core values such as service and compassion. The authors created a seminar series, the "Forum," to support resident professional formation and address the hidden curriculum as part of a larger intervention to support self-directed learning skills such as goal setting and reflection. Ninety-minute sessions with senior residents and faculty held every other month include opportunities for individual reflection, small- and large-group discussion, and brief didactic components focused on skills such as teaching and leadership. The qualitative program evaluation included analyses of individual semistructured interviews with resident and faculty participants from 2008 to 2011 and of notes recorded by an observer during the 1st year's sessions. Residents appreciated the focus on relevant issues, presence of faculty, opportunities for reflection and interactivity, and inclusion of practical skills. Effects attributed to the Forum included gaining practical skills, feeling a deeper connection to one another and a sense of community, and recognizing progress in their own professional development and growth. Elements described in the literature as essential to professional formation, including encouraging reflection, use of narrative, role modeling, addressing the hidden curriculum, and fostering an authentic community, were recognized by participants as integral to the Forum's success. A group forum for reflection and discussion with peers and role models, tailored to local needs, offers an effective structure to foster professional formation in residency.

  17. 'All singing from the same hymn sheet': healthcare professionals' perceptions of developing patient education material about the cardiovascular aspects of rheumatoid arthritis.

    PubMed

    John, Holly; Hale, Elizabeth D; Treharne, Gareth J; Carroll, Douglas; Kitas, George D

    2009-12-01

    Cardiovascular disease (CVD) is the leading cause of death in Britain, and its prevention is a priority. Rheumatoid arthritis (RA) patients have an increased risk of CVD, and management of modifiable classical risk factors requires a programme with patient education at its heart. Before a programme for RA patients is implemented, it is important to explore the perceptions of patients and relevant healthcare professionals and consider how these could influence the subsequent content, timing and delivery of such education. Here, we assess healthcare professionals' perceptions. Qualitative focus group methodology was adopted. Four group meetings of healthcare professionals were held using a semi-structured interview schedule. The focus group transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes emerged: professional determinations about people with RA, including their perceptions about patients' priorities and motivations; communication about CVD risk, including what should be communicated, how, to whom and when; and responsibility for CVD management, referring to patients and the healthcare community. Although healthcare professionals agree that it is important to convey the increased CVD risk to patients with RA, there is concern they may be less proactive in promoting risk management strategies. There was uncertainty about the best time to discuss CVD with RA patients. Maintaining a close relationship between primary and secondary care was thought to be important, with all healthcare professionals 'singing from the same hymn sheet'. These findings can inform the development of novel education material to fulfil a currently unmet clinical need. Copyright (c) 2009 John Wiley & Sons, Ltd.

  18. Towards Model-Driven End-User Development in CALL

    ERIC Educational Resources Information Center

    Farmer, Rod; Gruba, Paul

    2006-01-01

    The purpose of this article is to introduce end-user development (EUD) processes to the CALL software development community. EUD refers to the active participation of end-users, as non-professional developers, in the software development life cycle. Unlike formal software engineering approaches, the focus in EUD on means/ends development is…

  19. Using longitudinal mixed methods to study the development of professional behaviours during pharmacy work-based training.

    PubMed

    Jee, Samuel D; Schafheutle, Ellen I; Noyce, Peter R

    2017-05-01

    Recent longitudinal investigations of professional socialisation and development of professional behaviours during work-based training are lacking. Using longitudinal mixed methods, this study aimed to explore the development of professional behaviours during a year of intensive work-based (pre-registration) training in pharmacy. Twenty trainee pharmacists and their tutors completed semi-structured interview and professional behaviour questionnaires at four time points during 2011/2012: months 1, 4 and 9 during training and 4 months after registration; tutors participated in months 1 and 9. Interviews were analysed thematically using template analysis, and questionnaires were analysed using ANOVA and t-tests. Self-assessed (trainee) and tutor ratings of all elements of professional behaviours measured in questionnaires (appearance, interpersonal/social skills, responsibility, communication skills) increased significantly from the start of pre-registration training to post-registration. Some elements, for example, communication skills, showed more change over time compared with others, such as appearance, and continued to improve post-registration. Qualitative findings highlighted the changing roles of trainees and learning experiences that appeared to facilitate the development of professional behaviours. Trainees' colleagues, and particularly tutors, played an essential part in trainees' development through offering support and role modelling. Trainees noted that they would have benefited from more responsibilities during training to ease the transition into practising as a responsible pharmacist. Longitudinal mixed methods can unpack the way in which professional behaviours develop during work-based training and allow researchers to examine changes in the demonstration of professional behaviours and how they occur. Identifying areas less prone to change allows for more focus to be given to supporting trainees in areas where there is a development need, such as communication skills and holding increasing responsibility. © 2016 John Wiley & Sons Ltd.

  20. An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

    NASA Astrophysics Data System (ADS)

    Burton, Amanda

    Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top