To see the other types of publications on this topic, follow the link: Impact of ICT on professional development.
Dissertations / Theses on the topic 'Impact of ICT on professional development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Impact of ICT on professional development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
Full textAbstract:
Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
2
Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
Full textAbstract:
The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.
3
Davies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
Full text
4
Mushayikwa, Emmanuel. "An investigation of the perceived impact of ICT on the self-directed professional development of Zimbabwean A-level science and mathematics teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9876/.
Full text
5
Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.
Full textAbstract:
This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.
6
Podhraški, Ivan Edward. "The professional development of teachers' classroom use of ICT through mentoring." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494623.
Full textAbstract:
This study is concerned with the effective mentoring of teachers. It is qualitative by nature and is organised as two case studies; the first being conducted in a primary school and the second in an inner city mixed comprehensive school. The study considers the process of mentoring as a mechanism to build on skills developed by New Opportunities Funding (NOF). It therefore considers the confidence and competence of teachers in using Information Communications Technology (ICT) in their teaching. Two main questions were posed: Can mentoring improve staff attitudes towards the use of ICT in the classroom? Can mentoring be used as a tool to enhance CPD in ICT and hence encourage staff to increase and develop their use of ICT in the classroom? Data was collected over a period of three years in the form of field notes, semistructured interviews, documentation, pupil group interviews, book scrutiny and classroom.
7
Bankole, Felix Olubisi. "Investigating the impact of ICT investments on human development." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11873.
Full textAbstract:
Includes abstract.Includes bibliographical rereneces (leaves 114-128).
In the last two decades, the worldwide information and communication technology (ICT) market has been growing at a rapid rate. This has led to the global net increase in ICT usage and investments. International organizations, ICT vendors, policy makers have been trying to determine if such huge investments are worthwhile. However, the result regarding this issue is inconclusive, for this research area is fraught with complexity and existing empirical study is limited. Investigating the impact of ICT investments on human development requires appropriate methods that can provide a deeper understanding and which are based on IS perspective theory. Of particular importance are different aspects of ICT investments and the components of human development. For example, ICT investments consist of four aspects namely hardware, software, internal spending and telecommunication investments while human development components are GOP, literacy rates and life expectancy rates. If these variables are not modelled correctly, their effect on each other can be either under- or overestimated and the appropriate level of impact is therefore required.
8
James, Martin Barrie. "State of the nation : a comparative analysis of teacher professional development with ICT between ICT PD clusters and non-ICT PD schools : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2803.
Full textAbstract:
Professional Development programmes in Information and Communication Technologies
(ICT PO) in schools have had significant growth since the development of successive
national ICT strategies by the Ministry of Education. Since the late 1990s the Ministry has
provided funding to clusters of schools to carry out professional development programmes
in the use and the integration of ICT into teaching and learning. Research, looking at the
impact this ICT PO is having on teacher skills and attitudes, has amassed large quantities of
rich data. By the end of 2004 40% of New Zealand schools will have been involved in an ICT
PO cluster. This research sought to make a comparative analysis of ICT PO and non- ICT PO
schools. The project looked at data from those exiting an ICT programme, those about to
enter a programme and those who had had no involvement in ICT PO cluster programmes.
This project found that schools who had not been involved in ICT PO clusters had high
levels of personal ICT skills and confidence on a comparable level to those who had
completed three years of ICT PD. Differences in the cohorts were apparent in the amount of
time teachers attempted to integrate ICT into their programmes for student's use. It appears
that:
• ICT PO clusters are making a difference. The key difference is that they increase ICT
usage by teachers and students.
• ICT PO clusters create high levels of anxiety for teachers on entry cluster
programmes.
• Other ICT initiatives are having a positive effect on teachers unable to access ICT PO
cluster programmes.
9
Burstow, Robert John. "The actuality of continuing professional development : ICT and change in one secondary school." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434323.
Full text
10
Brooks, Diane Barbara. "To go from murkiness to clarity: How do course members perceive the teacher’s role in an online learning environment?" Thesis, University of Canterbury. Languages and Arts in Education, 2010. http://hdl.handle.net/10092/4203.
Full textAbstract:
The advent of the internet has changed the mode of delivery for many courses in the tertiary
sector and courses are now offered in an online learning environment with variable success.
There has been a range of studies concerning online learning however there is little research
about the role of information technologies in promoting professional learning for teaching
practitioners. Initially courses were posted online using the resources from a face-to-face course
for the course members to download. Now the capabilities of the internet allow for a range of
technologies to be used to enhance the learning in an online learning environment.
Educational practitioners undertake professional development to either develop their skills and
knowledge to improve student learning in their classrooms or for promotional reasons.
Educational practitioners want to be inspired by their teachers when undertaking professional
development. Some researchers point to the relationship between the teacher and the course
members as being an important factor in the success of a course. As many professional
development courses are being delivered in an online learning environment the course members
never meet the teacher and the teacher needs to develop strategies to allow these relationships to
develop.
The aim of this study was to explore the perceptions of educational practitioners who are
undertaking an online professional development course. It sought to understand the teaching
practitioners’ expectations of the teacher in the online environment. A range of strategies was
used to collect the data including questionnaires, data gained from the online learning
environment, email correspondence and semi-structured interviews.
The findings from this study identify the importance of the teacher designing an online learning
environment to enhance learning, by having tasks and assignments related to the course
members’ own practice, and by having a range of interactions that provide reflection
opportunities to enhance thinking and learning. Other important findings included the importance
of the teacher taking an active role in the interactions. .
11
Duvall, Stuart. "Building ICT capacity by design: A community of practice approach for teacher professional development." Thesis, Duvall, Stuart (2019) Building ICT capacity by design: A community of practice approach for teacher professional development. Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53649/.
Full textAbstract:
This thesis is the report of a two-year study that examined how participation in a community of practice could support teachers’ collective efficacy beliefs about their information and communication technology (ICT) capabilities. To explore the relationship between community of practice participation, collective efficacy beliefs and ICT capabilities, an intervention was carried out at an independent coeducational secondary school located in suburban Western Australia. The designbased research approach guided this research and provided a methodology that could bridge the chasm between developing theory and practice. A case study methodology was used to collect and analyse data on the factors supporting the co-construction of collective efficacy beliefs. The initial phase of the investigation involved the researcher collaboratively working with teachers to identify and explore personal experiences using digital technology and a review of the literature. Informed by the initial phase, the second phase resulted in the development of draft design principles, grounded in theory, to guide the ensuing intervention. In the third phase, an intervention was introduced in the form of a community of practice to enhance teachers’ ICT capabilities. During this third phase, the original design principles were enhanced through two iterative cycles of testing and refinement. Again, the testing and refinement of the design principles involved consultation with the teachers participating in the intervention. The fourth phase presents a final set of refined design principles, which can be used by schools seeking to support teachers’ collective efficacy beliefs through professional development and learning. This study found that direction-setting leadership practices were the most significant factor in supporting collective efficacy or collective inefficacy. Despite direction-setting leadership practices that supported a collective inefficacy, the community of practice participants were able to maintain their teacher self-efficacy beliefs in the medium term.
12
Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16079/3/Kin_Ping_Leung_Thesis.pdf.
Full textAbstract:
This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.
13
Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.
Full textAbstract:
This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.
14
DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Full textAbstract:
With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
15
Moriss, Andrew David. "Giving pupils licence to lead : supporting teachers' continuing professional development in the use of ICT." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6399/.
Full textAbstract:
This study investigates the effects of reconceptualising approaches towards teachers’ Continuing Professional Development [CPD] through an action research project which enabled a situation to develop where the pupils became the educators and teachers the learners. The study, which became known by the pupils and staff involved as the Teach a Teacher project, took place in one secondary school in England over an eighteen-month period between 2013 and 2015. The cohort of participants was self-selecting and involved sixteen Year 8 pupils (aged 12–13) and eight teachers. Working in pairs, pupils then negotiated and delivered an individual programme of Information and Communication Technology [ICT] CPD for their chosen member of staff. During the period of this study, I undertook observations of pupils training their teachers, carried out interviews with the teachers and conducted focus groups with the pupils. Through gathering this data, I was able to evaluate how the exchange of technological expertise not only brought about a step-change in teaching and learning, but also brought about a change in the relationships between teachers and pupils. To articulate these converging themes, this research draws upon the theoretical bodies of work on student voice, and teachers’ CPD. In the interest of developing a deeper understanding of the social dynamics that underpin these educational landscapes, the literature on school leadership, as well as the debates concerning digital ‘natives’ and digital ‘immigrants’, and therefore perceived generational divisions, are also briefly explored. The most compelling and substantive outcome of the research was not just the extent to which the process of role reversal was openly embraced, but how this led a mutual empathy to develop between pupils and their teachers. Research on pupils providing ICT CPD for their teachers in English secondary schools is essentially non-existent. This thesis is the only study which presents both pupils’ and teachers’ perspectives on their involvement in providing a highly effective and supportive, yet underestimated model of teachers’ CPD.
16
Prestridge, Sarah. "Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367437.
Full textAbstract:
This thesis is concerned with examining principles underlying ICT professional development that can enable teachers to change their pedagogical beliefs and practices. In this study an ICT professional development model considered effective for its transforming potential is produced from the literature reviewed. This tentative theoretical model provides structure for the research design and analysis of data. An amended ICT professional development model that identifies a dynamic interplay of three professional learning activities within a core reflective process is presented as an approach to ICT professional development that enables teachers to see the transforming possibilities of ICT and guide changes in teachers’ beliefs and practices.
The research responds to an unmet need in the literature on ICT in learning and the concept of multiliteracies. Scholars in these fields acknowledge the impact of new technologies on contemporary education through discussion of new communication patterns that young people are engaging in, globalisation and cultural change, and the characteristics of today’s students who are growing up immersed in digital worlds. This has led to the realisation that teachers’ pedagogy needs to be transformed rather than making adaptations to teaching practices to accommodate ICT in learning. The study explores the idea of a transformed pedagogy that effectively infuses ICT in learning as an outcome of the implementation of an ICT professional development model. A transformed pedagogy requires ICT professional development to engage teachers with transforming intention. Models of ICT professional development have been found to focus on ‘re-tooling’ intentions, that is they intend to augment the existing curriculum by developing teachers’ competencies in ICT skills focusing on specific types of ICT applications. What is called for by the concept of multiliteracies and the needs of our digital clients is the move to a model that will enable teachers to see the transforming possibilities of ICT.
Working with teachers from the Suncoast Cyberschools, the implementation of the theoretical ICT professional development model was examined in two stages. In Stage 1 teachers were interviewed and observed to establish their existing beliefs and practices in regard to ICT in learning, multiliteracies and ICT professional development. These data had an informing role in the collaborative design of an ICT professional development activity for implementation and examination through action research methods in Stage 2.
Conceptualising a transformed pedagogy and transformative ICT professional development are the purposes of this study. The desired outcome of ICT professional development is to enable teachers to transform their pedagogy. Indication of movement towards a transformed pedagogy was found when teachers embraced pedagogical beliefs and practices representative of three guiding ideas: mindset, bifurcation of literate practices and the infusion of ICT. Mindset refers to a particular way of thinking about and living with technologies. A teacher displaying a digital mindset understands the ubiquitous fashion in which today’s students access technology and caters for these different learning needs. The bifurcation of literate practices identifies the need for teachers to acknowledge students as users and creators of information rather than consumers and receivers of information. This is evident when teachers collaborate with their students to create knowledge through complex learning tasks. Lastly, the infusion of ICT refers to the way teachers use ICT in learning. The infusion of ICT was characterised by a learner-centred pedagogy that blends instructional and constructivist teaching approaches, where ICT are transparent to the learner and seamlessly integrated in learning experiences.
To enable a teacher to move towards a transformed pedagogy that effectively infuses ICT in learning, a dynamic interplay of three professional learning activities is required during ICT professional development. The three professional learning activities of investigation, reflection and constructive dialogue together form a core reflective process. This thesis argues that teachers can transform their pedagogical beliefs and practices when ICT professional development involves these activities within a core reflective process. It has been found that the greatest potential for pedagogical transformation is achieved when the interplay of the three professional learning activities requires a teacher to focus on pedagogical investigation, making ICT skill training contingent on classroom inquiry. Classroom investigation occurs simultaneously as teachers engage in verbal reflection supported by their written reflection. This can be actioned when required through critical discourse with peers and critical friends in collegial groups internal and external to the teacher’s classroom. Elements internal to the school such as leadership, school vision and structures, and elements external to the school such as experts and workshops or events are linked to activities in the core reflective process.
The finding that a transformative approach to ICT professional development requires the dynamic interplay of three professional learning activities has important implications for the design of teacher ICT professional development. The capacity to enable teachers to transform their practice is reduced if any one of the three professional learning activities is not present during ICT professional development. The capacity for transformation is also reduced if teachers are unable to engage when required with each of the professional learning activities. The understandings that emerged in regard to defining a transformed pedagogy in which teachers effectively infuse ICT in classrooms provides scholars, educators and curriculum designers a further framework for thinking about ICT pedagogy. This study presents to classroom teachers a means of systematically changing their practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
Full Text
17
Dawes, Lyn. "The National Grid for Learning and the professional development of teachers : outcomes of an opportunity for change." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4151.
Full text
18
Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.
Full textAbstract:
The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.
19
Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.
Full text
20
Chiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
Full text
21
Wong, K. L., and 黃家麟. "The impact of professional development on stress in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35711826.
Full text
22
Chiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.
Full text
23
Albrecht, Nancy Marie Richard. "University faculty collaboration and its impact on professional development /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
Full text
24
Sampsell, Jacquelyn Scipper. "Evaluating the impact of a Biology I professional development series." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04052005-070342.
Full text
25
Staheli, Michael Chad. "The Principal’s Impact on the Success of Mathematics Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8632.
Full textAbstract:
Principal involvement is recognized as a key component to success in professional development implementation. Both the principal efforts undertaken, and the visions stated influence teacher development and student achievement. Using the instructional, transformational, and learning-centered models of leadership, as well as frameworks in vision, and organizational theory, this research sought to clarify the impact of principal involvement on student performance. Interview data was collected from 16 principals participating in a mathematics professional development program entitled the Comprehensive Mathematics Initiative. Of the participants, 9 of the principals were from schools that achieved high levels of student performance on standardized mathematics tests following their school’s participation in the professional development program. The remaining 7 principals achieved moderate success from participation in the same. General findings suggest that principals who pursue a learning-centered leadership model (combining both instructional and transformational leadership efforts) achieve greater success while implementing professional development programs. Specific findings identified that principals who define success in terms of improving student performance were more likely to achieve higher student achievement on mathematics standardized tests versus those principals who define a metric of success as stronger teacher development. Additionally, it was determined that vision statements expressed with brevity and a singular goal were more effective at influencing student achievement than more complex, multi-faceted visions. Finally, efforts taken to involve staff in decision making and encourage teacher development through supportive means were more successful at achieving higher levels of student performance. These findings can inform principals and other school leaders on how to more effectively implement professional development programs.
26
Edwards, Tracy R. "Examining the impact of online professional development on teacher practice." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.
Full textAbstract:
The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom.
The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction.
Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.
27
Kannenberg, Elisabeth S. "The Impact of Common Core Professional Development on Teaching Practices." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/90.
Full textAbstract:
The adoption of the Common Core State Standards (CCSS) in Mathematics represents a challenge for public educators due to the broad scope of required instructional change. This case study investigated the implementation of a professional development (PD) series across 11 elementary schools, designed to address the problem of insufficient teacher preparation in CCSS pedagogical shifts. Grounded in Vygotsky's social learning theory and constructivism, the training was intended to enhance teacher skills through collaborative, inquiry-based learning. The research questions included in the study examined math teaching practices before and after the implementation of the district training. Through questionnaires and interviews, perceptions of site administrators (n = 17) and math coaches (n = 5) were analyzed via inductive coding and identification of emergent themes to determine the impact of the PD in transforming teacher actions. Findings indicated the PD was effective in preparing teachers to execute math lessons emphasizing conceptual understanding and problem-solving. The resulting project, a program evaluation, was an analysis of the PD where strengths, weaknesses, and recommended improvements were identified. This project study is significant because educational leaders may benefit from the identification of successes and shortcomings of one district's CCSS launch, and may choose to replicate the effective programmatic elements. The study has the potential to impart positive social change as it offers solutions to minimize the achievement gap in the area of mathematics, enabling all students to be better prepared to meet the challenges of the 21st century.
28
Wright, Chantea Renee. "Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90779.
Full textAbstract:
Professional development (PD) is an instrument that provides educators with knowledge, strategies, and skills to meet the needs of today's student learners. To ensure professional learning experiences serve their intended purpose, an investigation into teacher perception of PD and its impact on student achievement was conducted. This dissertation examined teacher perceptions and their impact on PD topics and delivery methods and its impact on changes in instructional practices and student achievement. Sampled were 207 classroom teachers from one rural, suburban, and urban Virginia high school. The findings relative to the sample size suggest that overall PD is impactful on instructional practice and student achievement and that technology integration followed by student learning styles is most impactful. Targeted traditional and reform professional learning activities may offer a means of impacting instruction and student achievement. Findings also suggest that if policymakers and school leaders want to impact instruction and student achievement, they must be strategic in delivering PD hours towards initiatives that will yield the most significant results for instruction and student achievement. To enhance teaching and learning through PD, educational leaders must continue to see the significance in PD as well as provide sustained, on-going, job-embedded PD experiences. This study provides educational leaders with a teacher perspective on the impact of PD on instructional practice and student achievement. These findings imply that PD could be a means of transforming teaching and learning. Few studies have examined teacher perception of PD, its correlation to changes in instructional practices, and its potential impact on student achievement.Doctor of Education
Professional development (PD) is a tool that provides educators additional training to meet the needs of today’s students. A more in-depth look into teacher feelings of PD and its effect on student learning was examined. This dissertation examined teacher perceptions and their impact on PD topics and delivery methods and its impact on changes in instructional practices and student achievement. Two-Hundred and seven educators from one rural, suburban, and urban Virginia high school were requested to participate in this study. The findings relative to the sample size suggest that overall PD is impactful on instructional practice and student achievement and that technology integration, followed by student learning styles has the most effect. Various professional learning activities may offer a means of impacting instruction and student achievement. Findings also suggest that if policymakers and school leaders want to impact instruction and student achievement, they must be intentional in delivering PD hours towards actions that will provide positive outcomes for instruction and highest results for student achievement. PD must be sustained, on-going, job-embedded learning experiences. This study provides educational leaders with a teacher perspective on the impact of PD on instructional practice and student achievement.
29
Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16512/1/Jennifer_Duncan-Howell_Thesis.pdf.
Full textAbstract:
Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy.
Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional development programs, thus an alternative solution is needed. The premise underlying this study is that the use of online communities of practice may present a solution to the failure of current professional development programs in effecting change to teaching practice. Thus it is the intention of this thesis to investigate if online communities of practice can realise this potential.
The research was conducted within the paradigm of qualitative analysis. The study was conducted as a multiple explanatory case study also known as a collective case study (Yin, 2003) and this approach reflects the current shift in trends of research in education. As Richardson (1994) stated, it has shifted "from a focus on effective behaviours toward the hermeneutic purpose of understanding how teachers make sense of teaching and learning" (p. 5). The approach used in this thesis provided insights into the value of online communities as authentic contexts for supporting professional development particularly in relation to relationships, communication and collaboration between teachers around professional inquiry, problem solving and emotional aspects of teaching.
The results of the study show that online communities of practice are a valuable source of continuous professional development for teachers. They have the ability to provide support as teachers accommodate the constant changes and the need to acquire new skills and knowledge. The strength of this method of PD lies in its ability to be self-sustaining and generative. Teachers have access to authentic, relevant and flexible learning that is not constrained by time and can be accessed according to members needs.
30
Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16512/.
Full textAbstract:
Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy. Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional development programs, thus an alternative solution is needed. The premise underlying this study is that the use of online communities of practice may present a solution to the failure of current professional development programs in effecting change to teaching practice. Thus it is the intention of this thesis to investigate if online communities of practice can realise this potential. The research was conducted within the paradigm of qualitative analysis. The study was conducted as a multiple explanatory case study also known as a collective case study (Yin, 2003) and this approach reflects the current shift in trends of research in education. As Richardson (1994) stated, it has shifted "from a focus on effective behaviours toward the hermeneutic purpose of understanding how teachers make sense of teaching and learning" (p. 5). The approach used in this thesis provided insights into the value of online communities as authentic contexts for supporting professional development particularly in relation to relationships, communication and collaboration between teachers around professional inquiry, problem solving and emotional aspects of teaching. The results of the study show that online communities of practice are a valuable source of continuous professional development for teachers. They have the ability to provide support as teachers accommodate the constant changes and the need to acquire new skills and knowledge. The strength of this method of PD lies in its ability to be self-sustaining and generative. Teachers have access to authentic, relevant and flexible learning that is not constrained by time and can be accessed according to members needs.
31
Birks, Peter. "An investigation into a school-based ICT PD program." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16099/1/Peter_Birks_Thesis.pdf.
Full textAbstract:
This two-year longitudinal study sought to describe and evaluate a newly developed
information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual
ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a
framework for the study. These were teacher characteristics, authenticity, support and the
ICT-enhanced environment.
32
Birks, Peter. "An investigation into a school-based ICT PD program." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16099/.
Full textAbstract:
This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a framework for the study. These were teacher characteristics, authenticity, support and the ICT-enhanced environment.
33
Graham, Frances. "It's not about the technology : patterns of teachers' ICT skills and classroom usage 1999-2003 : research report." Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3155.
Full textAbstract:
As Information and Communication Technology (lCT) becomes more
commonplace in New Zealand classrooms, the question arises as to what
teachers are making of the technology. The present study draws on the
responses from some 8000 teachers to a survey repeated over four years.
The survey sought information in teachers' ICT usage and skills prior to
entry into a professional development programme. The study found few
changes for the average teachers' use of lCT in the classroom between
1999 and 2003. Of the changes that occurred, increases in some of the
personal ICT skill levels of teachers are among the most marked. This
includes an increase in skills in file management, word processing,
emailing, and Internet use. For the average teacher, these skills have,
however, remained relatively basic. Within the classroom, these basic
skills are used mainly for administration as well as planning and
preparation, while some increases in skill levels was evident in the areas
of Internet use for accessing lesson ideas, assessment, reading official
documents, and other professional readings. There have been some
increases in the use of lCT for administration, in particular for
records/assessment, and writing reports for parents. Integration of lCT
into classroom teaching and learning remains unchanged and at a low
level during the years studied. Usage of ICT by students of the average
teacher have changed little between 1999 and 2003. Important changes
can be seen, however, in those teachers with a high degree of skills and
usage. Growth in their level of skills is occurring, although the numbers
are small.
That teachers use ICT mainly for administration purposes as well as for
planning and preparation, suggests ICT is currently being 'undersold' as a
tool for teaching and learning. Before ICT can be fully integrated by teachers, literature cited in this report points to the need for professional
development programmes to focus on pedagogical change.
34
Burgan, Owen T. S., and burgan@internode on net. "Helping teachers surf the Information and Communication Technology tsunami." Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.
Full textAbstract:
A range of factors, both internal and external, is creating changes in teaching and
teachers professional lives. Information and Communication Technology (ICT) is
just one of the major changes impacting on the teaching profession. As teachers face
intense pressure to adapt to this tsunami, this study aims to investigate ways in which
teachers can be helped. In South Australia, where this study is set, all teachers in
Government schools are expected to be
"ICT Smart", i.e. able to use appropriate
forms of ICT to enhance the teaching and learning environment of their classrooms.
From the researchers involvement for over a decade in professional development for
teachers, and from visits to many schools, it appears that numerous teachers have not
reached this standard. The greatest need is in Reception to Year 7 schools where the
average age of teachers is nearly 50. Because no state-wide data exists, this study is
intended to establish if there is a problem and if there is, to identify specific needs
and offer possible solutions.
The study is comprised of four parts: Part A, the Introduction gives an overview of
the inter-relationships between these parts and the overall Folio. It establishes the
setting and provides a rationale for the study and its focus on Professional
Development in Information and Communication Technology. Part B, the Elective
Research Studies, follows the writers involvement in this field since the 1980s. It
establishes the theme of "Moving best practice in ICT from the few to the many"
which underlies the whole study. Part C, the Dissertation, traces the steps taken to
investigate the need for professional development in ICT. This is achieved by
analysing and commenting on data collected from a state-wide survey and a series of
interviews with leading figures, and by providing a review of the relevant literature
and past and existing models of professional development. Part D, Final Comments,
provides an overview of the whole Folio and a reflection on the research that has
been conducted.
The findings are that there is widespread dissatisfaction with existing models and
that there is an urgent need for professional development in this area, because nearly
20% of teachers either do not use computers or are considered to be novice users.
Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT
co-ordinators have a formal qualification in the field but more than 85% of them are
interested in a Masters program.
The study offers solutions in Part B where there is a discussion of a range of
strategies to provide on-going professional development for teachers. Chapter 9
provides an outline of a proposed Masters level program and offers suggestions on
how it could be best delivered. This program would meet the identified needs of ICT
co-ordinators.
The study concludes with a series of recommendations and suggestions for further
research. The Education Department must address these urgent professional
development needs of teachers, particularly those in the more remote country
regions. There needs to be a follow-up survey to establish to what extent teachers in
South Australia are now "ICT Smart
".
35
Brutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full text
36
Fung, Lo Mun-ling, and 馮廬敏玲. "Understanding teachers' professional development: the impact of the target oriented curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29790906.
Full text
37
Watson, Steven. "The impact of professional development on mathematics teachers' beliefs and practices." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27744/.
Full textAbstract:
This thesis describes the analysis of the implementation of a professional development programme for secondary mathematics teachers in England. The research used a mixed methods multiple case study design with three secondary schools. The aim of the study was to understand mathematics teachers' professional learning in the context of this professional development programme. However, through analytic generalisation, i.e. generalising to theory, these findings may have broader application to understanding teachers' professional learning. Social learning theory was used as a framework for explaining professional learning, within this are two components, observational learning and self-efficacy. Teachers learn to teach through observing behaviours and models of teaching; they implement the approaches that they are confident will be effective in their classroom - that they are self-efficacious about. I show how this explains the prevalence of traditional teacher-centred teaching in secondary mathematics and how, through observing models of alternate approaches in PD, and through developing self-efficacy in that approach, teachers can implement new approaches in their teaching. In this research, I show that the PD designed to support teachers in teaching to develop students' problem solving skills had an effect on teachers' practices: their teaching became more student-centred. It also had a positive effect on teacher self-efficacy in the suggested approach. In the qualitative analysis of multiple individual cases, I explore how observational learning processes work, in the context of the PD, and the mechanisms by which teacher self-efficacy is developed. However, a contextual analysis demonstrates that the extent to which the ideas in the PD are implemented and sustained are influenced by context at a national level and within the school. High-stakes accountability and lack of integration of PD initiatives into school strategic plans lead to PD efforts not being sustained. The main contribution of this thesis is in bringing a new theoretical approach to the field of mathematics teachers' professional development and professional learning, that of social learning theory: one that has the potential to improve the design and evaluation of professional development and teacher education in the future.
38
Fung, Lo Mun-ling. "Understanding teachers' professional development the impact of the target oriented curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401040.
Full text
39
Morgan, Donna T. Hamblin. "The Impact of Job-Embedded Professional Development Coaches on Teacher Practice." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1755.
Full textAbstract:
The intent of this qualitative study was to understand the impact of job-embedded professional development coaches on teacher practice. Coaches in this study worked with teachers to plan lessons, model lessons with feedback, and disaggregate data. This qualitative study was conducted using interviews of coaches to gain their perceptions of the work they did with teachers and how this work influenced teacher practice. Teachers were interviewed to determine their perceptions of the impact coaches' work had on their classroom practices. Analysis of the coaches and teachers' reflective journals was also conducted to establish the participants' perceptions of their work together and the impact on teacher practice.
Several themes emerged from the data analysis that assisted the researcher in forming the theoretical framework for the study. All coaches and teachers interviewed reported feeling positive about the work they did together planning lessons, modeling lessons with feedback, and disaggregating data. The researcher identified several factors that promoted the coaches' influence on teacher practice and several barriers that limited the coaches' influence on teacher practice. Teachers also identified traits and actions of an effective coach.
Based on the research all the teachers grew in various ways from the work they did with the coaches. Teachers reported changing their practices and attitudes as well as trying new approaches, strategies, and programs. They appreciated coaches' help with classroom management, discipline, and emotional support. Some teachers gained confidence in their teaching abilities, increased their expectations of students, and allowed students to take charge of their own learning. They went deeper with their teaching and engaged more in reflective thinking about why they do things the way they do.
Job-embedded coaching has the potential to influence teachers' practices and subsequently student learning. Recommendations from study findings may assist teachers, coaches, and school leaders in building an effective coaching model.
40
Lee, Theodore Tai Hoi. "Professional development of ICT integration for secondary school teachers in Hong Kong towards a peer support enhanced model /." The University of Waikato, 2007. http://hdl.handle.net/10289/2595.
Full textAbstract:
Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations. This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong. The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months. A peer support model was introduced to the participants who then applied these principles in their own contexts. Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences. Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project. By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. The study's findings indicate that the participants responded positively to peer support as a means of professional development. Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration. This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.
41
Necejauskaite, Zivile. "Evaluating Donor-Funded ICT Projects : How Significant is Western-Centrism?" Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41246.
Full textAbstract:
Donor-funded economic and development assistance for various countries and regions has been steadily increasing in the last half-century. According to the World Bank, the funding amount provided by this organisation has increased more than 40 times from 4.6 billion USD to 166 billion USD in a 58-year span (World Bank, 2018). The notion of development, which came to spotlight after the WWII, has been greatly debated with a lot of academics and theorists linking it to dependency and superiority of one over another. Since the beginning of the ICT revolution from around 1980s, technologies have become tools and enablers for new opportunities (Forester, 1987). However, with the great benefits, came significant risks, such as data and information misuse, data protection or cybersecurity. Still the ICT related development projects are often portrayed as silver bullets which can resolve matters such as inequality, access to education or poor living conditions. Funding organisations are putting digitalisation at the forefront of their agenda and communicate the change and positive impact they bring. However, the evaluation mechanisms used by those bodies raise the question of suitability as they are very much based on benchmarking against the Western standards of success or failure. This essay is aiming to investigate how significant is Western-centric worldview when it comes to measuring donor funded or co-funded ICT projects, be it in a form of a grant or a loan, as well as what role the terms impact and outcome play when communicating the results. It is also intending to analyse how the ICTs have been changing the notion of development and what conclusions can be drawn.
42
Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.
Full textAbstract:
Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.
43
Mammo, Fassil. "The impact of information and communication technology on people with intellectual disabilities: naratives of professional caregivers." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-29275.
Full text
44
Jones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.
Full textAbstract:
This research explores the impact of changes in government policy on teachers’ professionalism, self-identity and practice in the context of Continuing Professional Development (CPD). Initial data was gathered through the use of evaluations, impact data and interviews from conferences and courses undertaken as part of professional development programmes. This data provided a range of background information which then informed a second stage of research where in-depth case studies of three secondary school science teachers was conducted. Thus the first stage data helped identify, and focus the later research themes and questions. The case-study research consists of semi-structured interviews which explores the contexts, experiences and viewpoints of the three teachers involved. This research draws attention to the potential damage being done to teachers’ professionalism and self-identity as a result of central government policy, and the impact that this has on their ability to carry out their roles effectively. It also considers the extent to which teachers’ professionalism is influenced by the process of engaging with CPD. This research adds knowledge to the field through the provision of a fresh perspective, from the teachers’ viewpoint, in the field of research of teacher professionalism and that of teachers CPD. The research gives teachers a forum within which to voice their thoughts and share their concerns about the struggles they face, and the conflicts they experience between their personal values and pressures to conform. At the heart of the problem, encountered by teachers, is the fact that professional standards and CPD activities predominately focus on the behavioural component of professionalism. The failure to consider the teachers’ intellectual or attitudinal development is what threatened their identities, ideologies and aspirations to meet their goals. It also affects the way they felt about themselves and education as a whole. An alternative model to illustrate effective professional development is proposed as a consequence of this research which highlights the complexities of the processes and practices affecting teachers’ engagement with CPD and the potential for external policies to impact adversely on classroom practices.
45
Bryan, Nellie Ren Hewitt Day Barbara. "Impact of instructional technology professional development on teaching practice and student performance." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1737.
Full textAbstract:
Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education Curriculum and Instruction." Discipline: Education; Department/School: Education.
46
Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
Full textAbstract:
This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.
47
Lopez, J. "Impact of an online EdD programme on personal development and professional practices." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009510/.
Full textAbstract:
A professional doctorate in education degree (EdD) is a degree where students contextualize professional knowledge into a “theoretical academic framework” (Quality Assurance Agency, 2015, p. 8). This study’s context is a 100% online EdD programme in the United Kingdom (UK) comprised of students throughout the world. Because online EdD programmes are relatively new, limited knowledge exists about the online EdD phenomenon from the students’ perspectives. In effect, the student voice about the online EdD is nearly absent in the literature but should be considered. How to fulfil the primary aim of the programme, to interrelate theory and professional practice and evoke social change (Costley, 2014), also has received limited attention. Two main aims of this study are: (1) To investigate the impacts of the online EdD learning experiences and outcomes on the participants’ personal and professional development through a phenomenologically-informed lens; and (2) To advance the student voice about learning experiences in online EdD programmes. This thesis is phenomenologically-informed, which enabled an in-depth investigation and a “Textural-Structural Description” (Moustakas, 1994, p. 121). The methods to collect data were interviews and document collection, which offered response triangulation and further analysis. The study results indicated that the participants experienced emotional and social challenges (e.g., cultural and linguistic disconnections and incremental disorienting dilemmas) that the transnational higher education (TNHE) virtual learning environment (VLE) sometimes exacerbated. Five of the eight participants’ stories contained evidence of each transformative learning stage (explored further in section 4.6) (Mezirow, 1991). The majority of the participants applied new knowledge from the online EdD programme to their professional contexts to effectuate social change, which is discussed in Chapters IV-V. This study draws attention to the online EdD phenomenon and furthers the discourse about the impacts of the online EdD on students’ personal and professional development.
48
Shumack, Kellie Ann. "Professional development in business education status, needs, motivators, and impact on instruction /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10222007-182020.
Full text
49
Spence, Crystal Joy. "Impact of Professional Development in Response to Intervention on Secondary Teachers' Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2176.
Full textAbstract:
In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact student achievement. The study was framed within the constructs of social cognitive theory (SCT) and the associated concept of teacher efficacy. Pre and postintervention data were collected from 51 core subject area teachers using the Teacher Efficacy Scale Survey (short form). An analysis of the data was conducted using paired sample t tests to measure mean differences in efficacy scores. Results of the data analysis demonstrated significant gains in overall efficacy sum scores, personal teaching efficacy scores, and general teaching efficacy scores among the sample of teachers in this study. The results suggested a positive shift in teacher efficacy following the professional development. Recommendations included additional research with larger samples of teachers and the inclusion of a control group. Implications for positive social change include providing research findings to the local administration on the change in teacher efficacy following the RtI professional development. Recommendations are also provided for continued research on RtI, teacher efficacy, and student achievement.
50
Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
Full textAbstract:
The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.