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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DESIMONE, Laura M., and Michael S. GARET. "Best Practices in Teachers’ Professional Development in the United States." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 252. http://dx.doi.org/10.25115/psye.v7i3.515.
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ABSTRACT: This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.
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Randolph, Kathleen M., Mary Lou Duffy, Michael P. Brady, Cynthia L. Wilson, and Mary Catherine Scheeler. "The Impact of iCoaching on Teacher-Delivered Opportunities to Respond." Journal of Special Education Technology 35, no. 1 (March 13, 2019): 15–25. http://dx.doi.org/10.1177/0162643419836414.
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Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between PD and student performance, and iCoaching can help to bridge the gap. In this study, four teachers participated in a focused PD session and subsequent iCoaching sessions where the researcher used iPods and Bluetooth earbuds as a bug-in-ear (BIE) device. A coach served as a live, remote observer providing coaching prompts to increase teacher-delivered opportunities to respond (OTR). The results indicated that iCoaching was effective in increasing teacher-delivered OTR and in increasing student responses and academic performance.
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Bruno, Lauren P., LaRon A. Scott, and Colleen A. Thoma. "Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 157–68. http://dx.doi.org/10.3233/jvr-211154.
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BACKGROUND: Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE: The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS: A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS: The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS: After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.
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BAUTISTA, Alfredo, Yan Lam HO, Thomas FAN, Jerry YEUNG, and Darren BRYANT. "Teacher Professional Development in Hong Kong: Describing the Current Infrastructure." International Journal for Research in Education 46, no. 2 (February 21, 2022): 202–60. http://dx.doi.org/10.36771/ijre.46.2.22-pp202-260.
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Abstract This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the literature. The article shows that Hong Kong has developed a solid PD infrastructure with hybrid characteristics. While the system is based on compliance and external accountability mechanisms, teachers are encouraged to design their PD journeys based on their interests, needs, and career aspirations. Every three years, teachers are required to complete 90 to 150 hours of PD (depending on seniority), including core and elective training (approximately 1/3 and 2/3 of the PD allotment, respectively). Structured, on-the-job, project-based, whole-school, and individual PD activities are available. The article also describes the strategies recently adopted to tackle the challenges of COVID-19. We conclude that Hong Kong has made great efforts to design a high-quality PD infrastructure within a hierarchical educational system, in which quantity of provision and content coverage have been prioritized over teacher agency and autonomy. More research is required to investigate the actual impact of PD on teachers’ practices and students’ learning. Keywords: Teacher Professional Development, continuing education, system analysis, educational policy, effective professional development, Hong Kong
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Cohen, Julie, Lorien Chambers Schuldt, Lindsay Brown, and Pam Grossman. "Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–36. http://dx.doi.org/10.1177/016146811611801105.
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Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.
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Stieben, Margaret E., Thomas A. Pressley, and Marsha Lakes Matyas. "Research experiences and online professional development increase teachers’ preparedness and use of effective STEM pedagogy." Advances in Physiology Education 45, no. 2 (June 1, 2021): 191–206. http://dx.doi.org/10.1152/advan.00158.2020.
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Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models—research experiences for teachers and online PD—for their comparative impacts on middle and high school teachers’ understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical “tool kit” that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers’ preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.
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Kelly, Cara L., Laura L. Brock, Julie Dingle Swanson, and Lara Walker Russell. "Teacher Engagement Scale for Professional Development." Journal of Educational Issues 8, no. 1 (April 20, 2022): 261. http://dx.doi.org/10.5296/jei.v8i1.19636.
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Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.
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Mabuan, Romualdo Atibagos. "Webbing the Wonders of Webinars: An Autoethnographic Inquiry on Online Professional Learning." International Journal of Technology in Education 5, no. 1 (January 15, 2022): 171–92. http://dx.doi.org/10.46328/ijte.206.
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As the educational front liners, teachers’ access to quality and sustainable professional development (PD) is imperative, as it is vital in delivering quality education and improving student learning outcomes. However, this may not always be a reality particularly in low-resource settings, where teachers’ PD may not be a priority or is just too costly to be implemented in a wide scale. Using analytic autoethnography, this study examined aspects of my experience, perspective, and memory in successfully completing 66 webinar sessions of the American English (AE) Live: Teacher Development Series, a PD program sponsored by the U.S. Department of State through the Online Professional English Network (OPEN). Acting as a reflective practitioner and teacher-as-researcher, I unraveled how I traversed the World Wide Web in search for free and quality PD, how I completed 11 sets of live webinar sessions from January 2018 to July 2021, how I became an agent for my own professional learning, why I believe about webinars’ potential for teachers’ PD, and what it could do to inform my pedagogical decisions. Data from my learning journal, webinar discussion posts, and interaction with my fellow participants revealed that the AE Live Webinar Series is an effective PD for teachers based on its content, active learning engagement, collaboration, models of effective practice, coaching and expert support, opportunities for feedback and reflection, and sustainability, making it a practical teachers’ PD platform particularly in low-budget countries such as the Philippines. Andragogical and heutagogical implications are provided in the light of these findings.
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MacDonald, Margaret, and Cher Hill. "The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum." LEARNing Landscapes 11, no. 2 (July 4, 2018): 271–86. http://dx.doi.org/10.36510/learnland.v11i2.962.
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Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.
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Roth, Kathleen J., Christopher D. Wilson, Joseph A. Taylor, Molly A. M. Stuhlsatz, and Connie Hvidsten. "Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science." American Educational Research Journal 56, no. 4 (December 25, 2018): 1217–53. http://dx.doi.org/10.3102/0002831218814759.
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This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers’ knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model.
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Roth, Kathleen J., Helen E. Garnier, Catherine Chen, Meike Lemmens, Kathleen Schwille, and Nicole I. Z. Wickler. "Videobased lesson analysis: Effective science PD for teacher and student learning." Journal of Research in Science Teaching 48, no. 2 (January 4, 2011): 117–48. http://dx.doi.org/10.1002/tea.20408.
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Firestone, Allison R., Rebecca A. Cruz, and Janelle E. Rodl. "Teacher Study Groups: An Integrative Literature Synthesis." Review of Educational Research 90, no. 5 (July 4, 2020): 675–709. http://dx.doi.org/10.3102/0034654320938128.
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Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a call in the field to apply a consistent conceptual framework in order to identify critical mechanisms underlying effective models and to support improved theorizing about teaching and learning. Thus, we present an integrated literature synthesis of one collaborative model of PD, teacher study groups (TSGs), in an effort to make sense of the relatively rich body of research that has been performed on this model. We identified 32 studies that examined TSGs’ impact on teacher and student outcomes and synthesized this research using Desimone’s five-factor conceptual framework, which is being increasingly applied across the field. Findings suggest that TSGs are an effective PD model and that there are components of the model not accounted for in the five-factor framework that affect teacher outcomes and student learning. We conclude with a discussion of implications, including limitations of the five-factor framework and ideas for further refinement that situate PD in a vast empirical landscape.
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Verdi, Brian. "Creating Professional Learning Communities for Music Educators." Music Educators Journal 109, no. 2 (December 2022): 14–21. http://dx.doi.org/10.1177/00274321221134790.
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Professional learning communities (PLCs) are a prominent form of high-quality professional development (PD) that can provide opportunities for teachers to collaborate, share teaching strategies, reflect on teaching practices, and create mutually supportive and collegial teaching environments. PLCs hold much promise as a PD model for music educators and as an effective way to improve student learning and reduce teacher isolation. Although professional teaching organizations and scholars support PLCs and teacher collaboration, most public schools do not provide opportunities for music educators to collaborate with their colleagues. This article emphasizes the need for collaboration among music teachers and offers viable strategies for administrators and music educators to create and implement PLCs within schools and districts.
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Pantic, Katarina, and Ryan Cain. "Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers." Journal of the International Society for Teacher Education 26, no. 2 (December 31, 2022): 38–54. http://dx.doi.org/10.26522/jiste.v26i2.4023.
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Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.
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Rodgers, Wendy J., Michael J. Kennedy, Victoria J. VanUitert, and Anna Moriah Myers. "Delivering Performance Feedback to Teachers Using Technology-Based Observation and Coaching Tools." Intervention in School and Clinic 55, no. 2 (April 29, 2019): 103–12. http://dx.doi.org/10.1177/1053451219837640.
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Effective professional development (PD) for teachers should be directly and intricately linked to their teaching practice. One way to link PD to practice is for administrators or coaches to provide performance feedback based on classroom observations, accompanied by reflection and coaching. This type of PD can be time-consuming and difficult to manage in practice, but technology offers ways to facilitate performance feedback. This article highlights a multimedia observation tool capable of documenting teachers’ instructional moves in real time with the intent of providing a teacher with unbiased, descriptive data used to fuel coaching conversations. Additional multimedia options are provided for observing instruction and providing critical performance feedback with the intent of improving student learning outcomes.
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Lamberg, Teruni, Linda Gillette-Koyen, and Diana Moss. "Supporting Teachers to Use Formative Assessment for Adaptive Decision Making." Mathematics Teacher Educator 8, no. 2 (March 2020): 37–58. http://dx.doi.org/10.5951/mte-2019-0005.
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Formative assessment helps teachers make effective instructional decisions to support students to learn mathematics. Yet, many teachers struggle to effectively use formative assessment to support student learning. Therefore, teacher educators must find ways to support teachers to use formative assessment to inform instruction. This case study documents shifts in teachers’ views and reported use of formative assessment that took place as they engaged in professional development (PD). The PD design considered the formative assessment cycle (Otero, 2006; Popham, 2008) and embedded it within a pedagogical framework (Lamberg, 2013, in press) that took into account the process of mathematics planning and teaching while supporting teachers to learn math content. Teachers restructured their definition of student understanding, which influenced how they interpreted student work and made instructional decisions. Teachers’ pre-PD instructional decisions focused on looking for right and wrong answers to determine mastery and focused on pacing decisions. Their post-PD decisions focused on student thinking and adapting teaching to support student thinking and learning. Implications for PD to support teachers to use formative assessment and research are discussed.
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McConnell, Tom J., Joyce M. Parker, and Jan Eberhardt. "Problem-Based Learning for Responsive and Transformative Teacher Professional Development." Global Journal of Transformative Education 1, no. 1 (January 28, 2019): 18–25. http://dx.doi.org/10.14434/gjte.v1i1.25848.
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Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.
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Sam Mbuli, Rose, and Jiajun Zhang. "Analysis of teacher professional development in Tanzania: View point school management practice." Journal of Social Sciences Advancement 1, no. 01 (September 28, 2020): 30–37. http://dx.doi.org/10.52223/jssa20-010104-04.
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The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held at school level and to encourage teachers on the effective utilization of teachers learning resource. As well the study outcomes recommend the government to increase autonomy to school management to enhance the power to choose specific objective to teacher’s professional development.
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Saberi, Leila, and Farzaneh Amiri. "A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 591. http://dx.doi.org/10.17507/jltr.0703.22.
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Within the past few years, teachers have no longer been conceived as mere transmitters of knowledge. The image of the teacher as the exclusive holder of all the information related to teaching and learning has changed dramatically. It the new context, teachers are supposed to act as transformative agents who pay attention to new aspects of their profession in the process of developing professionally as individuals. In other words, the concept of teachers’ professional development (PD) has been recently viewed as a continuous process focusing on planned and systematic activities designed to trigger and enhance their growth. The current status of professional development in Iran, however, is not satisfactory. Summarizing the findings of the interview with the small group of English university teachers, this study attempted to find out the attitudes of participants to PD and discuss the constraints they faced on their way towards PD. Results indicated that a number of impeding factors have influenced the effective implementation of PD policies which need a reoriented and revitalized perspective to make them more compatible with new requirements of the present context.
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Tedick, Diane J., and Caleb Zilmer. "Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 269–94. http://dx.doi.org/10.1075/jicb.17019.ted.
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Abstract The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.
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Colclasure, Blake C., Tessa Durham Brooks, Tomáš Helikar, Scott J. King, and Audrey Webb. "The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices." Education Sciences 12, no. 8 (August 21, 2022): 570. http://dx.doi.org/10.3390/educsci12080570.
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Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.
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Silvia, Arnis. "COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 228. http://dx.doi.org/10.15639/teflinjournal.v26i2/228-246.
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This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org). Theseteachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice) and vibrant (involves active collaboration among peer participants to review and assess their projects). Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD) support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC). Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD) possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.
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Alqahtani, Mobarak Mohammed. "Factors that impact on the effectiveness of professional development programs for science teachers in Saudi Arabia." International Journal of Research in Education 2, no. 2 (July 30, 2022): 166–86. http://dx.doi.org/10.26877/ijre.v2i2.12072.
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The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. The need for effective professional development (PD) programs is especially crucial in the context of recent curriculum reform in Saudi Arabia. The country has adopted new science curricula following the guidelines of renowned global publishers like McGraw-Hill. However, the introduction of the new science curriculum is posing challenges for science teachers, as it requires a paradigm shift from a teacher-centred to a learner-centred pedagogy. The research for this research involved an in-depth study on the impact of mandatory PD programs on Saudi Arabian science teachers in order to identify potential challenges to achieving the expected level of benefit from the PD programs. This study used a qualitative approach to data collection techniques. through employs three main methods for data collection, observation ,open-ended questionnaire and interview. the most effective professional development programs are likely to be those that address the specific subject matter that relates to the teaching issues faced daily by teachers, rather than those that cover vague and decontextualised educational or pedagogical concepts. Other factors include teachers’ involvement in learning communities, the facilities and resources provided by the school, and individual learning styles. On the other hand, common factor responsible for the failure of professional development programs is that the content covered is not relevant to the teachers’ specific needs. PD programs in Saudi Arabia are mainly focused on quantity instead of quality
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Haryani, E., W. W. Coben, B. A.-S. Pleasants, and M. K. Fetters. "Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 92–102. http://dx.doi.org/10.15294/jpii.v10i1.27084.
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The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.
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Tan, Yuen Sze Michelle, Joshua Johnstone Amiel, and Kwesi Yaro. "Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study." International Journal for Lesson and Learning Studies 8, no. 3 (July 8, 2019): 229–43. http://dx.doi.org/10.1108/ijlls-10-2018-0072.
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Purpose The purpose of this paper is to describe two cycles of learning study (LS) involving eight elementary teachers in British Columbia, Canada. The study explored the teachers’ experiences of learning to plan and teach lessons as informed by recent brain research. Design/methodology/approach The case study was constructed using data sources including teacher semi-structured interviews (pre-study, post-study and delayed post-study), classroom materials (including student assignments), LS training materials, fieldnotes and recordings of meetings and research lessons; sources were triangulated. Thematic analysis was applied. Contemporary neuroscience perspectives framed the LS discourse and analysis. Findings The teachers developed theoretical coherence and could better articulate reasons for their pedagogy. They developed understandings of the cognitive architecture underlying functions like learning and memory, allowing them to identify pedagogical actions that are consistent with human biology and understand why these actions are effective in promoting learning. Practical implications LS is shown to be an effective professional development (PD) model where theoretical knowledge, like neuroscience, could be employed and tested in classroom settings to provide depth to support teachers’ praxis. This teaching–research nexus supports exploration of fruitful connections between theoretical knowledge and education to advance the science of learning and the science of instruction. Originality/value Findings demonstrated how LS could be employed with alternative theoretical perspectives to promote teacher PD, thus extending beyond the dominant use of variation theory. Also, illustrated is the potential use of LS to bridge the knowledge gap between neuroscience and education.
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Northrup, Astrid K., Andrea C. Burrows Burrows Borowczak, and Timothy F. Slater. "K-12 Teachers’ Perceptions and Experiences in Starting to Teach Computer Science." Education Sciences 12, no. 11 (October 25, 2022): 742. http://dx.doi.org/10.3390/educsci12110742.
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New curriculum reform across the United States requires teacher educators to rapidly develop and implement professional development (PD) for K-12 teachers, newly assigned to teach computer science (CS). One of the many inherent challenges in providing valuable PD is knowing what it is that novice CS teachers most need. This quantitative research study was designed to inform the iterative development of a K-12 CS Teaching Endorsement program offered at a small college in the rural Rocky Mountain west, based on participants’ perceptions of the program, before and after attempting to teach the CS curriculum provided by the endorsement program. The overarching research question guiding this study is: What differences might exist between teachers’ perceived needs for CS-based professional development before and after actual classroom teaching experiences with CS? To pursue this question, the following null hypothesis was tested: H0: No measurable change exists in teachers’ perceptions regarding the impact of PD before and after teaching. The research study used a 29-item Likert-style survey, organized into categories to measure participants’ perceptions across five subscales. Thirteen teachers completed the targeted K-12 CS Endorsement program in May and July 2021, seven of whom subsequently taught CS in K-12 schools for the first time. Of these seven, 100% participated in this research study. After gaining classroom experience, the survey results showed very few differences before and after the endorsement program. These results suggest that CS-based PD can be more effective if the PD better targets enhancing teachers’ confidence in teaching actual students and providing more useful classroom-ready instructional materials rather than targeting improving teachers’ knowledge of CS concepts.
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Cunningham, Michele, Suzanne Purdy, and Linda Hand. "Working with Children with Specific Communication Disorders. A Professional Development Programme for Teachers." Kairaranga 11, no. 1 (January 1, 2010): 15–21. http://dx.doi.org/10.54322/kairaranga.v11i1.284.
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Primary teacher training programmes in New Zealand do not provide training about specific communication disorders (SCDs), despite prevalence of SCDs of approximately 7%. This pilot study investigated the effectiveness of a three-hour professional development (PD) programme for a specialised group of primary teachers, Special Education Needs Coordinators (SENCOs), around working with children with SCDs in the classroom. Six SENCOs from different schools participated. Effectiveness was measured using a pre-test/post-test within-subjects design. Outcome measures were (1) a knowledge questionnaire and (2) a videoed interaction with a new-entrant child. SENCOs increased the specificity of responses to open questions and improved their scores on closed questions, with a significant improvement in knowledge about characteristics of the children. Eleven strategies were counted in the videoed interactions; seven improved and two deteriorated. SENCOs reported satisfaction with programme content and length. Additional research is recommended to further develop the PD programme into an effective resource for classroom teachers.
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Mcwayne, Christine M., Jayanthi Mistry, Kimberly Brenneman, Betty Zan, and Daryl B. Greenfield. "A Model of Co-Construction for Curriculum and Professional Development in Head Start: The Readiness through Integrative Science and Engineering (RISE) Approach." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–46. http://dx.doi.org/10.1177/016146812012201111.
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Background/Context In the context of increasing accountability mandates in the preK–12 education system, the importance of professional development (PD) supports for early childhood educators is recognized. Education leaders emphasize the importance of partnering with teachers to inform the development of effective PD approaches. This partnering process is often referred to as co-construction. Co-construction with teachers is thought to be an essential element for ensuring that the learnings gained from any PD program are maintained once intensive supports are removed. However, guidance is scant concerning specific aspects of effective co-construction. Purpose of Study In this article, we document the process of co-construction within the Readiness through Integrative Science and Engineering (RISE) curriculum and PD approach. In so doing, we hope to illuminate processes potentially at work within the “black box” of PD. Setting/Participants The RISE project was implemented at two Head Start program sites that served a high proportion of dual language learning children and immigrant families in a large city in the northeastern United States. Participants were teachers and parent volunteers from these two programs. Research Design Using grounded theory methods, qualitative data on implementation across key RISE contexts were analyzed. Data collected across three years included digital audio- and video-recorded interactions among participants, written documentation of meeting agendas, planning notes, and meeting notes. Results Analyses resulted in the articulation of a three-step process: (1) setting the conditions for co-construction (establishing mutual respect and trust among partners, leveling roles and authority, and validating/naming partners’ expertise); (2) establishing joint activities as the core process (setting shared goals and agenda, building relationships, and validating co-constructed products); and (3) observing outcomes of co-construction (shifts in attitudes and interactional roles, appropriation of RISE concepts, and integration of RISE components). Conclusions/Recommendations The RISE model of co-construction comports with what others in the field have proposed about the importance of teacher input into their own professional learning, adding further dimensionality through systematic documentation and grounded theory analysis. We discuss how the RISE co-construction approach is similar to and distinct from other such efforts in the field of early childhood education, and we suggest future directions for research to document and test effective PD processes.
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Molero, Hayda García, Óscar Romero-Ramos, and José Carlos Fernández-García. "Impact of Musical Resource on Time Distribution in Classical Dance Classes: A Comparison of Dance Styles." Polish Journal of Sport and Tourism 26, no. 4 (December 1, 2019): 16–21. http://dx.doi.org/10.2478/pjst-2019-0021.
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AbstractIntroduction. This paper tries to elucidate the possible differences in time distribution in a classical dance (CLD) class, depending on whether it is taught using recorded music (CD) or live music played by the piano teacher accompanying the dance (PD).Material and methods. In this work, different temporal categories have been compared according to the style of dance of 89 female students divided into two groups: classical-contemporary dance and Spanish-flamenco dance, with CD or PD.Results. Higher values were obtained in most of the categories in the classical-contemporary group than in the Spanish-flamenco group, and the differences were maintained according to the musical resource used, with better results when using live music.Conclusions. PD in CLD classes can result in more profitable sessions for both students and teachers due to more cost-effective use of time during classes.
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BAUTISTA, Alfredo, and Rosario ORTEGA-RUIZ. "Desarrollo Profesional Docente: Perspectivas y Enfoques Internacionales." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 343. http://dx.doi.org/10.25115/psye.v7i3.514.
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RESUMEN: En la actualidad, numerosas naciones en el mundo se encuentran embarcadas en profundas reformas de sus sistemas educativos. Existe un acuerdo generalizado entre políticos educativos, académicos y educadores en que una de las claves para el éxito de dichas reformas es fomentar el desarrollo profesional docente (DPD). Cada año, los gobiernos invierten cantidades astronómicas de dinero en el aprendizaje continuo de los profesores. Sin embargo, la literatura indica que buena parte del DPD ofrecido a los profesores es ineficaz, teniendo un efecto reducido o incluso nulo sobre sus prácticas y/o sobre el aprendizaje de los alumnos. Este monográfico describe las perspectivas y enfoques de DPD en cinco naciones altamente comprometidas con la investigación y/o la práctica en este campo. Conocer cómo el DPD se estructura en tales naciones puede ayudar a otras a diseñar oportunidades de aprendizaje más favorables para sus profesores. El artículo de Estados Unidos ofrece un marco general respecto a las características del DPD de alta calidad y ofrece ejemplos de recientes iniciativas eficaces. Los cuatro artículos siguientes describen los modelos de DPD en Australia, Hong Kong, Finlandia y Singapur, algunos de los países con sistemas educativos más exitosos. Dado que el aprendizaje continuo del profesorado se considera una prioridad, estas naciones han desarrollado sólidas infraestructuras de DPD para responder a las necesidades e intereses de los profesores. El monográfico concluye con una contribución de España, el país donde se edita la revista Psychology, Society and Education. La autora discute los cinco artículos anteriores y reflexiona sobre cómo las ideas presentadas podrían mejorar el DPD ofrecido actualmente a los profesores de otras naciones, en particular de España.Teacher Professional Development: International Perspectives and ApproachesABSTRACT: Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.
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Gardiner, Wendy, and Nina Weisling. "Challenges and complexities of developing mentors’ practice: insights from new mentors." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 329–42. http://dx.doi.org/10.1108/ijmce-12-2017-0078.
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Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.
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Myint, Lay, and Gabriella Keczer. "Professional development of teacher educators in Europe and Myanmar." Andragoske studije, no. 1 (2022): 83–104. http://dx.doi.org/10.5937/andstud2201083l.
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The learning opportunities for teacher educators should respond to individual professional needs, but also prepare educators for new developments in (teacher) learning, (teacher) education and the teaching profession (Smith, 2003). To communicate the needs of society, the professional development and the lifelong learning of teacher educators are essential. This article aims to discuss the different approaches to the professional development of teacher educators, an overview of the European policies and country-specific studies, and observe and analyse professional development (PD) activities for teacher educators that create strategies to ensure quality education in Myanmar. It is found that compared to some European countries, it should provide opportunities for international professional networks and research projects to promote positive research culture. Moreover, sufficient financial support for developing a practical knowledge base for Myanmar teacher educators is needed. Finally, we present some suggestions for effective professional development pathways for teacher educators in Myanmar.
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Barksdale, Sarah, Bhaskar Upadhyay, and Matthew Vernon. "Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy." International Journal of Technology in Education and Science 5, no. 4 (September 28, 2021): 486–511. http://dx.doi.org/10.46328/ijtes.249.
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This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.
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Anderson, Robin, Jo Boaler, and Jack Dieckmann. "Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach." Education Sciences 8, no. 3 (July 4, 2018): 98. http://dx.doi.org/10.3390/educsci8030098.
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The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.
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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.
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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
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Kehoe, Thomas, Penelope Schofield, Elizabeth Branigan, and Michael Wilmore. "The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction." Journal of University Teaching and Learning Practice 15, no. 1 (January 1, 2018): 80–97. http://dx.doi.org/10.53761/1.15.1.7.
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This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.
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Nieuwmeijer, Christiane, Nigel Marshall, and Bert van Oers. "Where have I been all these years? A narrative case study on the impact of western (mis)conceptions of musicality on a generalist classroom teacher’s music teacher identity construction." International Journal of Music in Early Childhood 17, no. 1 (May 1, 2022): 7–24. http://dx.doi.org/10.1386/ijmec_00040_1.
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This article reports a narrative case study on Sanne, an experienced 46-year-old early childhood teacher who considered herself unmusical and therefore unable to teach music, caused by (1) few childhood musical experiences, (2) teacher training that focused on musical performance skills and (3) a professional context with minimal music education. These experiences reinforced her belief that musicality equates to musical performance skills, rendering her ‘unmusical’ ‐ a western conception of musicality which had prevented her from teaching music. Participating in a professional development (PD) programme on musical play, however, positively influenced her music teacher identity (MTI), resulting in confidence to teach music. This article explores what factors contributed to this identity shift. The PD programme was set up according to criteria for effective PD as argued by literature, such as collective participation, demand-driven content, long-term duration and a focus on pedagogical content knowledge (PCK). Data were collected by means of surveys, interviews and e-mails containing video images. Assisted by a three-dimensional space narrative structure, text excerpts were selected from the data and ‘re-storied’ into a narrative. Analysis revealed how a combination of newly acquired PCK and existing general play guidance skills enabled Sanne to facilitate musical play successfully, thereby neutralizing the obstacles raised by her self-perceived non-musicality, and positively affecting her MTI. In the discussion, we reflect on how our current western conception of musicality may negatively affect individuals’ musical identity and provide some further thoughts on the implications of our findings for music educational practice.
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Trilaksono, Teddy, Ambara Purusottama, Ifa Hanifah Misbach, and Irfan Hary Prasetya. "Leadership change design: a professional learning community (PLC) project in eastern Indonesia." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 47. http://dx.doi.org/10.11591/ijere.v8i1.15662.
Full textAbstract:
<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>
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Pąchalska, Maria, Jolanta Góral-Półrola, and Paulina Jarosz. "NEUROTHERAPY IN PARKINSON’S DISEASE: THE PATH FORWARD AFTER SARS-COV-2 INFECTION AND CONTRACTING COVID-19, AND LONG COVID?" Acta Neuropsychologica 20, no. 3 (August 25, 2022): 275–90. http://dx.doi.org/10.5604/01.3001.0015.9804.
Full textAbstract:
There is growing evidence to support the view that a variety of neurological, neurocognitive and neuropsychiatric sequelae occur following SARS-CoV-2 infection and NeuroCovid 19. Furthermore, scholars report that various syndromes, including Parkinson's disease (PD), can develop within a short period of time following on from COVID-19. Although the mechanism of this phenomenon is not fully understood and it is not known whether this is in fact an acceleration of the development of PD already 'smouldering' in the body or related to a viral infection, these patients need rehabilitation assistance. Recently, as adjuvant therapy, transcranial direct current stimulation (tDCS) has been shown to improve the motor and non-motor function of patients with Parkinson's disease (PD), including neurocognitive impairment and therefore potentially change their quality of life. The aim of this article is to show the effectiveness of tDCS in the treatment of the patient with newly diagnosed Parkinson's disease after infection with the SARS-CoV-2 virus and the contracting of NeuroCovid 19, and equally developing long COVID. The motivation would be to help other patients with a similar situation during the COVID-19 pandemic. A 62-year-old man, an academic Art Teacher, was infected with SARS-CoV-2 and contracted NeuroCOVID-19 on November 11, 2021. Initially, he lost his sense of smell (anosmia), of taste (ageusia), developed headaches, and dizziness. After 10 days of illness, the patient developed severe, level two infextion (according to Wise 2020), and he was hospitalized, sedated and mechanically ventilated for 30 days. After discharge from hospital, the patient was still weak with different symptoms. Four months later he was diagnosed with long COVID and also the neurodegenerative disease PD (according to the DSM-5 criteria). He received levodopa therapy, and was referred to the Reintegration and Training Center of the Polish Neuropsychological Society for further treatment. The functional neuromarker, that is hypoactivation of the left dorsolateral prefrontal cortex (DLPFC), obtained with the use of QEEG/ERPs was helpful in choosing the appropriate tDCS protocol. Neurostimulation with the use of anodal tDCS over these area of the brain was administered systematically for 20 days. He also received individual sessions of art therapy for 20 day. After the treatment the patient improved and returned to his previous work as a university art teacher. The proposed anodal tDCS over the left dorsolateral prefrontal cortex (DLPFC), in combination with goal-oriented individual art therapy, offered to the patient, was effective in the reduction of all his syndromes. ERPs can be useful in the diagnosis and treatment of patients following infection by SARS-CoV-2 who contracted COVID-19, developed long COVID and additionally PD. It allows for the detection of the functional neuromarker of PD (e.g., hypoactivation of the dorsolateral prefrontal cortex, DLPFC) and enabled the choosing of a proper tDCS protocol with the anode over these region of the brain, and also the selection of effective neurostimulation. The proposed protocol of tDCS tailored by the neuromarker offered to our patient, was effective in the reduction of longCOVID symptoms as well as early PD symptoms.
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Bondie, Rhonda, and Akane Zusho. "Racing against Yourself: High Stakes for Adolescent English Language Learners with Disabilities." Teachers College Record: The Voice of Scholarship in Education 119, no. 9 (September 2017): 1–42. http://dx.doi.org/10.1177/016146811711900905.
Full textAbstract:
Background/Context Achieving academic readiness is difficult in high-stakes testing environments (HSTEs) and even more challenging for English Language Learners with Learning Disabilities (ELLD). Transforming classroom cultures to emphasize the development of competence and motivationally supportive practices could moderate some of the potentially deleterious effects of a HSTE on ELLD. Purpose/Objective/Research Question/Focus of Study This qualitative case study explored the impact of All Learners Learning Every Day (ALL-ED)—a mastery-oriented teacher professional development (PD) program—on ELLD's readiness to tackle challenges in HSTEs. Setting The study was conducted at an international high school in the south Bronx, NY. Participants Participants included three classroom teachers (one general education English teacher, one general education math teacher, and one special education teacher) and 13 students. Intervention This study examines the impact of instructional routines (small group discussions and self-regulation) on ELLD in a HSTE. Research Design A qualitative case study was used to examine the impact of instructional routines in a specific context from multiple perspectives. Data Collection and Analysis Data were collected throughout the school year including student drawings, student and teacher interviews, and researcher memos. A protocol for analysis and interpretation was used to explore student conceptualization through drawing. Using constant comparison analysis, in-vivo codes were organized into meaningful themes and then sorted into two perspectives of self-reflection called “student experiences” and communication to others called “student advice to teachers.” Paralleling the student interviews, in-vivo codes were used to determine key words and phrases for each teacher and common across teachers. Findings/Results The first research question investigated the impact of HSTE on ELLD's motivation to learn. The following themes emerged; student feelings relate to perception of understanding, classroom conversation and confidence, individual teacher conferences, curriculum clarity (goals, activities, quality), comparisons to other students, and expectations of progress are success. The second research question investigated the impact of ALL-ED routines in HSTE. Five key practices were identified that aided in establishing a mastery-oriented and supportive learning environment. Conclusions/Recommendations This study elucidates tensions among limited time, the complexity of coordinating effective instructional practices across teacher teams, and spe-cific instructional needs of ELLD in HSTE. Perspectives from the students challenge our understanding of the finish line in the race to acquire language, content knowledge, and skills in school by suggesting that all assessments be placed within a cycle of learning and feedback that together along with many other experiences provide evidence of growth and academic competence.