Relevant bibliographies by topics / Effective Teacher PD

Academic literature on the topic 'Effective Teacher PD'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Effective Teacher PD"

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Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
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Covay Minor, Elizabeth, Laura Desimone, Jade Caines Lee, and Eric D. Hochberg. "Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development." education policy analysis archives 24 (May 23, 2016): 61. http://dx.doi.org/10.14507/epaa.24.2365.

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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 school science PD randomized control trial in the US, we find that what teachers learn in PD varies significantly based on their prior knowledge and experience. This paper explores several hypotheses about how content knowledge and teacher learning interact. We conclude that the next step toward improving teacher PD is to calibrate learning opportunities to teachers’ prior knowledge.
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Bachtiar, Bachtiar. "The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice." EDUVELOP 3, no. 2 (March 21, 2020): 131–44. http://dx.doi.org/10.31605/eduvelop.v3i2.624.

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Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.
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Kennedy, Mary M. "How We Learn About Teacher Learning." Review of Research in Education 43, no. 1 (March 2019): 138–62. http://dx.doi.org/10.3102/0091732x19838970.

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This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning. The chapter seeks to provide a broad view of how we think about teaching and teacher learning and to examine our underlying assumptions both about teaching and about how PD is expected to improve teaching. With respect to program effectiveness, the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about how teacher learning occurs and when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.
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Bentahar, Adil, Kathleen D. Copeland, Scott G. Stevens, and Carol J. Vukelich. "Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative." International Education Studies 14, no. 10 (September 26, 2021): 77. http://dx.doi.org/10.5539/ies.v14n10p77.

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Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
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WEST, Justin, and Alfredo BAUTISTA. "Global Perspectives on Teacher Professional Development: Navigating the Pandemic." International Journal for Research in Education 46, no. 2 (February 21, 2022): 1–27. http://dx.doi.org/10.36771/ijre.46.2.22-pp1-27.

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Abstract Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning. Keywords: Teacher professional development, in-service teachers, COVID-19, comparative education
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Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.

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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
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Glastra, Folke J., and Cornelis J. De Brabander. "Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?" Frontline Learning Research 9, no. 4 (October 15, 2021): 1–34. http://dx.doi.org/10.14786/flr.v9i4.831.

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In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander & Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher teams, or individual teachers. We analysed the valences that teachers associated with PD activities, their experiences of autonomy, and whether and how these variables were affected by decision context and teacher age. Results show that decision contexts relate differently to valences and autonomy experiences. Positive autonomy and positive valences increased going from schoolboard to team to individual decision contexts. Whereas the literature on effective teacher PD stresses the importance of PD design features, our study is the first to empirically demonstrate the crucial influence of decision contexts. Among older teachers, teaching experience informed the selection of PD content to transfer to their classrooms. Younger teachers tended to first explore whether PD worked in their classrooms before deciding about adoption. Direct applicability emerged as a dominant criterion for evaluating PD. Decision context and autonomy regarding PD programmes play important roles in ensuring applicability. Our research revealed that the dominance of the direct applicability criterion was not motivated by student benefits alone. It was also based in an attitude of efficiency among primary teachers, reflecting growing work pressures and a general prioritisation of classroom teaching above all other tasks, including PD.
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Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.

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Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local challenges, and support teacher professional growth is critical to the provision of quality education for rural students. Through a single-case study design, this study examined the effectiveness of a rural initiative, the Numeracy Cohort, that was locally constructed to mitigate challenges and improve mathematics instruction and student numeracy outcomes in a school division in Manitoba, Canada. Findings from the study suggest that (a) the Numeracy Cohort model was effective in accommodating contextual differences and mitigating challenges related to funding, geography and staffing through several promising practices; (b) the PD provided to teachers was effective in supporting teacher professional growth in several ways; (c) attention to the multiple nested and dynamic contexts in which teachers worked was an important and effective element of the model; (d) fostering social interaction (among teachers and with more competent others) was important for teacher learning; and (e) finding ways to foster human engagement through mediating tools for learning (e.g., dialogue, reflection, and action research) was critical to the model’s success.
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West, Justin J., Ann Marie Stanley, Jason P. Bowers, and Daniel S. Isbell. "Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study." Bulletin of the Council for Research in Music Education, no. 229 (July 1, 2021): 7–28. http://dx.doi.org/10.5406/bulcouresmusedu.229.0007.

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Abstract The purpose of this study was to explore why and how a prototypically “effective” teacher professional development (PD) effort, reciprocal peer coaching (RPC), fell short. Despite RPC’s conformity with long-espoused best practices in PD—content-specificity, extended duration, collaboration, inquiry, and self-direction—only two in eight music teachers who began the 5-month coaching and observation trajectory completed it. We used instrumental case study analysis to understand teachers’ decisions to continue in or prematurely withdraw from RPC. Findings revealed motivational factors such as collaboration and affirmative support, growth-in-practice learning, and content relevance were, for the majority of participants, overcome by demotivational factors related to participants’ perceived lack of agency in shaping their work context and the incoherence and insufficiency of their policy environments. We advance implications for PD providers, researchers, and policymakers.
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Dissertations / Theses on the topic "Effective Teacher PD"

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Thomas, Eugene M. "A Meta-Analytic Investigation Examining Effective Characteristics of Professional Development in K-12 Education Since the Inception of the No Child Left Behind Act of 2002." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1370956977.

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Book chapters on the topic "Effective Teacher PD"

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Hofmann, Riikka, Maria Vrikki, and Maria Evagorou. "Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development." In Dialogue for Intercultural Understanding, 135–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_10.

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AbstractEffective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.
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Morewood, Aimee L., Julie Ankrum, and Allison Swan Dagen. "Aligning Effective Professional Development and Online Learning." In Handbook of Research on Teacher Education and Professional Development, 428–40. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch024.

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The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.
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Kasemsap, Kijpokin. "Teacher Education and Teacher Professional Development." In Handbook of Research on Teacher Education and Professional Development, 112–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch007.

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This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.
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Frazier, Laura Corbin, and Barbara Martin Palmer. "Models for Implementing Effective Online Learning." In Research Anthology on Developing Effective Online Learning Courses, 150–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch010.

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This chapter provides a description of five models for professional development (PD) for online instruction and analyzes each model according to domains of effective online instruction (i.e., faculty stance, student self-regulation, faculty support, authentic practice, engagement, community development, and cognitive demand). Additionally, a decision model is provided for K-12 and university administrators, teacher educators, and policymakers to guide strategic decision making in the determination of a model for PD best suited to the needs and resources of their institution.
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Frazier, Laura Corbin, and Barbara Martin Palmer. "Models for Implementing Effective Online Learning." In Advances in Early Childhood and K-12 Education, 354–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch017.

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This chapter provides a description of five models for professional development (PD) for online instruction and analyzes each model according to domains of effective online instruction (i.e., faculty stance, student self-regulation, faculty support, authentic practice, engagement, community development, and cognitive demand). Additionally, a decision model is provided for K-12 and university administrators, teacher educators, and policymakers to guide strategic decision making in the determination of a model for PD best suited to the needs and resources of their institution.
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Kozlowski, Christina T. "Professional Development for Teachers of English Learners (ELs)." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 41–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch003.

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This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.
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Kozlowski, Christina T. "Professional Development for Teachers of English Learners (ELs)." In Research Anthology on Culturally Responsive Teaching and Learning, 1019–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch054.

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This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.
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Vu, Phu, Christopher Michael Knoell, Amy Nebesniak, and Jane Strawhecker. "Gamified - Blended Learning Professional Development: A Descriptive Case Study." In Handbook of Research on Teacher Education and Professional Development, 385–94. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch021.

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This descriptive case aimed to examine a new model of job-embedded and on-going professional development using both blended learning and gamification approach as a delivery method. Qualitative and quantitative data collected for the study were from different sources to ensure the validity and reliability of the findings. The quantitative data findings indicated that participating in the PD first module impacted both the teachers learning of effective mathematics teaching, as well as their mathematical content knowledge. Furthermore, they planned to implement what they learned from the PD into their classroom teaching. Qualitative data findings identified three common themes emerging from the data analysis including awareness of high quality resources, students' engagement through the use of games and technology, and tasks to promote students' mathematical thinking.
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Ó Ceallaigh, T. J. "Blended Learning Immersion Teacher Education: Evidence-Based Practices and Data-Driven Instruction." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 1–30. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836301.

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The practice of blending different learning approaches and strategies in higher-level education is not new, yet our understanding of how to design the most effective and efficient blend remains incomplete. Challenges are further compounded when students are not fully proficient in the language of instruction. However, teacher educators learn about teaching through learning about student learning. Evidence-based practices and data-driven instruction create conditions for success in blended learning design and implementation. This chapter reviews the impact of a blended learning professional development (PD) initiative, with a dual focus on language and content, on Irish-medium immersion (IMI) teacher development. Findings provide unique insights in relation to the effectiveness of a blended learning PD experience as indicated by student motivation, autonomy and success. Linguistic and pedagogical capacity were fostered and community cultivated. Lessons learned and tutor reflections are also shared in an attempt to advance learning in the field and to cultivate future innovation in policy, practice and possibilities.
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Ostashewski, Nathaniel, and Doug Reid. "The Networked Learning Framework." In Professional Development and Workplace Learning, 375–93. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch024.

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This chapter describes the Networked Learning Framework (NLF), a networked learning model utilized in the development of a networked teacher professional development (nTPD) program. The NLF is a model which combines the use of social media tools found in common social networking sites with guided online activities to deliver innovative and engaging learning opportunities. One implementation of the NLF, the nTPD Courselet, delivered in a social networking site for Alberta teachers, is described in detail. Teachers report that the sharing of resources, reflective blogs, and collegial discussions are the most valuable outcomes of nTPD Courselets. Design principals and factors for designers of faculty PD developers to follow when using the Networked Learning Framework, as well as descriptions of two other NLF implementations, are presented in the chapter. Further research to identify effective supports for social networking novices and ways to build online facilitator capacity are needed.
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Conference papers on the topic "Effective Teacher PD"

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Harding, Bruce A. "A Simple Mechanism to Teach a Complex Practitioner Knowledge Set." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80481.

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Mechanical engineering technology graduates must exhibit a number of skills as industrial practitioners. While certain skills are learned on the job, fundamental knowledge acquired in school coursework actually forms the basis for successful development of that necessary skills set. Within the skill set, one given great emphasis is that of communications. At Purdue University, the emphasis on communications skills crosses many courses but is divided among four veins: 1) written communications dealing with papers, reports, etc.; 2) oral communications dealing with effective presentations and interpersonal relationships; 3) computational communications, mathematical problem-solving, be it via hand, calculator or computer; and 4) graphics communications dealing with 3D modeling and the development and interpretation of specifications documented on engineering drawings. This paper describes a project where a simple mechanical device is used to teach complex topics, bridging multiple communications veins. In this case the project centers on the design and modification of an arbor press, but could be based on any number of devices. The simple arbor press forms the foundation for the development of a complex industry-driven knowledge set. Included are topics common to practitioners employed in design, manufacturing and quality - all of which are typical industrial assignments for MET graduates. The assignment is part of Production Design & Specifications (PD&S), a core course and the second in a two-course CAD-based freshman sequence. Where the first course teaches 3D modeling skills, PD&S concentrates on the cognitive aspects of problem-solving using modeling, calculations and extracted drawings. Students complete the project in three phases over an eight-week period. Each phase is driven by an Engineering Change Order (ECO), a common industrial practice. Contained in the ECOs are both detailed requirements and open-ended requirements. While fulfilling the ECOs, students must make decisions on interconnected requirements that ripple through design, manufacturing, and quality assurance. Requirements include: • Design based on ISO preferred numbers. • Selection of standard parts and stock materials. • Determination of cost/benefit ratios. • Manufacturing tolerances and tolerance stack-ups. • Fits calculations based on ASME B4.2 standards. • Calculation of mass properties. • Use of geometric dimensioning & tolerancing. • Documentation of product lifecycle changes. Together, these and other varied topics, when woven around the simplicity of an arbor press, give students real-world experiences without the process becoming daunting due to the sheer complexity of the mechanism.
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