Academic literature on the topic 'Teacher and instructor development'
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Journal articles on the topic "Teacher and instructor development"
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Lee, Min Hyo, and Chang Woo Nam. "Exploring the Factors Affecting Teachers Perception of Teaching and Learning for Learner-Centered Instruction in Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 141–55. http://dx.doi.org/10.22251/jlcci.2022.22.20.141.
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Objectives The purpose of this study is to examine the impact of teaching and learning environment support, learning evaluation support, and student guidance support in teacher education for learner-centered classes, and to examine the perception of instructors' programs for competency development. Methods For this purpose an online survey was conducted on the needs of instructional design support, teaching and learning support, learning evaluation support, student guidance support, and instructor competency development at A University, a four-year general university located in Busan. For the collected data, multiple regression was conducted to examine the degree to which teaching and learning environment support, learning evaluation support, and student guidance support variables affect teaching design support. Results The results of this study are as follows. First, among the demands for instructional design support, teaching and learning environment support, learning evaluation support, and student guidance support, the demand for instructional design was the highest. Second, as a result of analyzing the impact of teaching and learning environment support, learning evaluation support, and student guidance support on teaching design, it was found that teaching and learning environment support had the greatest influence. Third, looking at the instructor's program requirement for the development of instructor competency, special lectures and workshops on teaching methods were the highest. Conclusions The conclusions derived from the analysis results are as follows. First, it can be seen that the demand of instructors increases according to the importance of instructional design and social necessity for effective instruction and difficulty in instructional design of prospective and incumbent teachers in teacher training institutions. Second, it can be seen that instructors recognize the importance of teaching and learning methods for learner-centered classes, and in particular, there is a high demand for special lectures and workshops on teaching methods.
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Yuan, Fangyuan. "Roles of action research in the professional development of Chinese language teachers." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (December 31, 2018): 201–21. http://dx.doi.org/10.1075/csl.17022.yua.
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Abstract This study examined the roles of action research in the professional development of Chinese language teachers. Participants were a group of Chinese teachers enrolled in a teacher training course. In light of theories and research, participants were guided to reflect on their own teaching beliefs and practice and design a research project about their own teaching. Using a descriptive-explorative design, this study elicited data from multiple sources, including students’ pre-course survey, professional journals, reflective essays, project reports, group interviews, email exchanges with the instructor, and instructor’s field notes. Three categories emerged from the data analysis that reflected students’ gains from the process: a broader conception of research on language teaching and learning, a more sophisticated understanding of foreign language teaching in general and their own teaching in particular, and a learning process of how to be a teacher-researcher. Contributing and impeding factors are discussed and values of teacher research are suggested.
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Campbell, Colin William. "Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education." International Journal of Education 12, no. 4 (December 20, 2020): 163. http://dx.doi.org/10.5296/ije.v12i4.17853.
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The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.
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Assadi, Nabil, and Tareq Murad. "The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 214. http://dx.doi.org/10.17507/jltr.0802.02.
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this study attempts to examine the effect of a new model in teacher education or training, Academy-Class, on teacher students' professional development according to their point of view. The research examines the influence of the new training model on the pre-service teachers' relations with their, training teachers, pedagogical instructors and the students of the school. The participants of the study were 32 third year students who study at Sakhnin College and do their training at nearby schools `for three days. The instrument of the study was a questionnaire and an interview. The validity and reliability of the study instrument was obtained. The findings of the study were: 1. The student teachers' level of knowledge, skills and qualifications of teaching and learning is higher after the program than before. 2. The teacher students experienced the training more effectively and efficiently after the program. 3. The student teachers are more convinced that they made more professional and correct choice of career after the program than before 4. The student teachers' attitude towards the pedagogical instructor, the training teacher, the school students and the contribution of the training by the program towards strengthening the relationship with the school and its students was higher after the program than before.
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Radchuk, Halyna, and Zoryana Adamska. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 43, no. 1 (September 24, 2019): 122–30. http://dx.doi.org/10.31470/2308-5126-2019-43-1-122-130.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.
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Radchuk, Halyna. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 44, no. 2 (December 31, 2019): 120–27. http://dx.doi.org/10.31470/2308-5126-2019-44-2-120-127.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue
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Rogers, Kimberly Cervello, Robert Petrulis, Sean P. Yee, and Jessica Deshler. "Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study." International Journal of Research in Undergraduate Mathematics Education 6, no. 2 (December 6, 2019): 186–212. http://dx.doi.org/10.1007/s40753-019-00106-4.
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AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.
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Mattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (December 2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire ( 23 ) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
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Lee, Jiyoon, Yuko Goto Butler, and Xiaolin Peng. "Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy." Languages 6, no. 4 (December 20, 2021): 213. http://dx.doi.org/10.3390/languages6040213.
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Conducted in a U.S. English-to-Speakers-of-Other-Languages (ESOL) preservice teacher education program, this case study aimed to explore a dynamic process of preservice teachers’ development of language assessment literacy (LAL). By inviting multiple stakeholders, namely preservice teachers, an inservice teacher and her ESOL students, and their course instructor, this study closely examined the interaction among the stakeholders during a semester-long language assessment development project as a process to develop LAL. The project, which was composed of planning, development, implementation, and reflection stages, was innovative in that it: (a) involved the multiple stakeholders; (b) focused on their dynamic interactions and multi-directional influences on all the participants’ enhancement of LAL; and (c) was conducted in an online format. By employing thematic analyses on interactions among the stakeholders, this study described and analyzed how preservice teachers contextualize their assessment while negotiating the needs of the inservice teachers and their students with assistance from the course instructor. The paper identified practical benefits and challenges of professional training where multiple stakeholders are involved. It also highlighted the non-linear dynamic process of preservice teachers’ development of LAL.
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Ghaemi, Hamed, and Hamid Kargozari. "An Investigation into the Elements of the International English Language Testing System: Instructors' Success." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 84–98. http://dx.doi.org/10.2478/v10099-011-0007-z.
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An Investigation into the Elements of the International English Language Testing System: Instructors' SuccessEducating for a more sustainable future in its broadest sense includes improving quality basic education, reorienting education to address sustainability, improving public awareness and providing training to many sectors of society. In order to reorient teacher education to address sustainability, we need to examine the major tenets of sustainable development and apply them to education and teacher education. This study reports on an exploratory study into the distinctive characteristics of International English Language Testing System (IELTS) instructors. Six IELTS instruction institutes in Iran were selected. Totally, there were 122 students studying IELTS, distributed in 18 classes available in these institutes, and 15 teachers were teaching IELTS preparation courses there. All 18 classes were videotaped to be used and analysed in more detail. In addition, three questionnaires were developed for the purpose of identifying the most frequently occurring practices and strategies. The questionnaires were filled in by researchers, students and the teachers themselves. The results of the study demonstrated that knowledge and command of the target language, an ability to organize, explain, clarify, arouse, sustain interest and motivation among students, fairness to students by showing neither favouritism nor prejudice and availability to students were among the most significant characteristics and qualities of a successful IELTS instructor.
Dissertations / Theses on the topic "Teacher and instructor development"
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Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.
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Reading is a basic skill for survival and those who have reading difficulties in early
grades continue to struggle in school and later in life. Previous studies have shown that
instructional procedures that incorporate basic language constructs with literacy instruction
are helpful in improving reading skills. It has also been shown that many teachers and
reading professionals are not familiar with such concepts. The purpose of this research is to
explore reasons for classroom teachers' poor preparation to teach literacy skills and how
this situation might be improved.
First, a basic language constructs survey assessing self-perception, knowledge, and
ability (46 items, Cronbach's a = .903) and based on recommendations by the National
Reading Panel and reading research was administered to university instructors of EC-4
reading education (n=114). Forty-eight of these university instructors completed the survey
after at least two years of participation in a professional development program (Higher
Education Collaborative, HEC) geared towards the incorporation of scientifically-based
reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their
participation in the professional development program (HEC).
Second, the same survey was administered to pre-service EC-4 teachers (n=173) at
the completion of their reading education coursework. Fifty-five of these pre-service
teachers had been taught by the "HEC university instructors." The other 118 pre-service
teachers had been taught by "non-HEC university instructors."
Results indicate non-HEC university instructors and their pre-service are not
familiar with basic language constructs and how to teach these concepts to primary level
children. However, while room for improvement exists, HEC university instructors and
their pre-service teachers did perform statistically significantly better on the survey than
their counterparts.
This study indicates pre-service teachers need better preparation in teaching the
basic language constructs of the English language and university instructors often lack the
knowledge to prepare teachers with such information. However, professional development
programs designed for university instructors might be one way to help improve the
situation.
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Easley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.
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The objectives of this research were to determine if the personality traits of instructors at the National Outdoor Leadership School were related to instructor effectiveness as perceived by their students, and to determine if instructor effectiveness was related to changes in the self-concept of students who complete a NOLS course.
The research used a pre-treatment/post-treatment· administration of the Tennessee Self-Concept Scale (TSCS) to 355 students in the treatment group, where the treatment was a NOLS course. A control group of 50 students consisted of students scheduled to take a NOLS course. Significant gains in self-concept were found, using ANCOVA analysis procedures, on 7 of the 10 TSCS scales. The only scales not showing significant change were satisfaction, personal self and self-criticism.
Instructor personality traits were determined using the Cattell 16PF self-report instrument and by a post-course evaluation instrument which asked for student attributions of instructor personality on a semantic differential scale. Students also rated the overall effectiveness of each instructor on their course. The student effectiveness ratings for the instructors had significant but low predictive ability when regressed against changes in self-concept.
The objective 16PE personality instrument produced no significant trait differences between instructors who had effectiveness ratings above the median and those with scores below the median. The 16PF factors, as independent variables, showed significant but low predictive ability on the dependent effectiveness scores.
The student-rated personality traits, however, produced very different profiles between high effectiveness instructors and lower effectiveness instructors. The student attributions of instructor personality traits produced an R² of .513 when regressed against effectiveness ratings.
The major conclusions from the research were that changes in self-concept do occur as a result of a wilderness skills oriented NOLS course and secondly, that students were able to discriminate instructor effectiveness on the basis of the personality-based teaching behaviors of NOLS instructors.
Recommendations for extension of this research .are presented as well as suggestions for research on broader issues of wilderness education and wilderness values.Ph. D.
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Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.
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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Hauck, Nancy. "Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1343.
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The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.
Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council’s report, Taking Science to School: Learning and Teaching Science in Grades K-8.
The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom.
This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.
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McCannell, Alexandera. "Teaching the intangible : how early childhood teacher education instructors "teach" relational development." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/56225.
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This thesis set out with the research question, “How are relationships framed, valued, taught and assessed by early childhood educator program instructors in British Columbia?” I conducted six group interviews and five individual interviews with instructors and directors, respectively, at public and private institutions around British Columbia. Using narrative analysis, I constructed a composite instructor character and a composite student instructor character and, using Ollerenshaw and Creswell’s (2002) problem-solution strategy, analyzed the characters during a chronological school year to illustrate tensions that arose at specific points. Overall, instructors frame relationships as foundational in the Early Childhood Educator Program. I draw parallels between the struggle to support adult students while being responsible to children and the balance between pedagogical and andragogical principles. Modeling and engaging in authentic professional relationships with students were the most effective tools for teaching relational development. Instructors engaged in an editing process to ensure that their actions reflected their beliefs, but were still professional. They noted that relational skills can be difficult to assess, and that they cannot assess a student’s willingness to use appropriate skills when needed. In the discussion, I trace the findings back to the purpose and questions for the research. I draw lines between instructors’ discursive constructions of students and Langford’s (2007) Good ECE, and examine the small but distinct cluster of instructors who spoke of the reconceptualising movement and its bearing on a teacher education program.Education, Faculty of
Graduate
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Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
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Shumway, Jill Brown. "Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2257.
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Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers must participate in life-long career development. For this reason, a great deal of time and resources are spent on professional development. However, professional development for teachers is not always effective. This study was aimed at identifying those elements that led to success in professional development conducted in one rural Utah school district. The study operated within the theoretical framework of Appreciative Inquiry, which consists of collecting evidence by interviewing successful participants to gather stories that reveal what works best in an organization. For this study, four elementary teachers in the district were identified as having made positive changes in their classrooms as a result of participation in the professional development. These teachers were interviewed and their stories were recorded. Then, their stories were analyzed and the following common themes emerged: validation, modeling with children, "doable" practices, reanimation of previously learned content and desire to learn more. These themes were then categorized into two sections that represent instructional strategies used by the presenter and teacher behaviors that were influenced by the identified instructional strategies. While research has identified many elements of quality professional development programs, these additional elements that emerged deserve further investigation. Results may provide useful information when designing professional development that will encourage teachers to take up promoted practices.
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Choi, Ho Jung. "Intersecting literacy beliefs and practices with heritage and non-heritage learners' instruction: a case study of a novice Korean language instructor." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3061.
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Many researchers have explored teachers’ beliefs in literacy and found that teachers’ literacy beliefs affect their instructional practices in foreign language (FL) or second language (SL) classrooms. Researchers have demonstrated that teachers’ literacy beliefs and instructional practices are generally consistent. There have been many studies regarding teachers’ literacy beliefs and classroom instruction in the context of FL/SL and more recent studies on teachers’ literacy beliefs presenting an increasing interest in heritage language (HL) such as Spanish and Chinese. However, less is known about Korean language teachers’ literacy beliefs and practices in the mixed classroom of heritage and non-‐heritage learners.
This present study had two main purposes. First, it examined and described the literacy beliefs and instructional practices of a novice Korean language instructor, who struggled primarily with heritage learners in his teaching career. The second purpose was to seek an in-‐depth view of a novice teacher’s literacy beliefs and practices toward two different student subgroups of heritage and non-‐heritage learners in the same classroom. In addition, this study investigated incongruences between literacy beliefs and practices toward heritage and non-‐heritage learners. In order to examine a novice Korean instructor’s literacy beliefs and practices toward Korean heritage learners and non-‐heritage learners, this research employed a qualitative case study and collected data through a combination of a survey, semi-‐structured interviews, and videotaped classroom observations. The Literacy Orientation Survey (LOS) and Taxonomy Of Techniques were adopted for a survey and classroom observation, respectively.
The results of the current study indicated that the novice teacher of Korean has general literacy beliefs compatible with a constructivist orientation, which is a whole-‐ language approach and one that promotes transformative learning. For most of the instructor’s literacy instruction in the classroom, his literacy beliefs appeared to be congruent with his practices toward KHLLs. The novice teacher promoted differentiated literacy instruction by giving separate, more challenging, or instruction more connected to everyday life in an effort to meet each individual learner’s needs in literacy. Acknowledging heritage learners as mediators and community builders who could potentially promote literacy skills, the participant presented a broader understanding of literacy and multiliteracies, such as cultural and digital literacy, beyond traditional skill-‐ focused reading and writing. However, his overall literacy beliefs were incongruent with his instructional practices toward KFLLs because of frequent accommodations for less proficient learners through more traditional or eclectic activities. This incongruence and distinctive literacy instruction toward two different learner subgroups were explained by several factors: university policy on teaching and learning, his educational background and teaching experiences, and the low proficiency of the Korean language learners.
This study of a novice teacher’s literacy beliefs toward different learner groups suggests that the embracing of comprehensive and constructivist approaches to literacy instruction and curriculum is only possible when pre-‐ and in-‐service teachers are aware of their own premises or propositions about literacy beliefs and instructions. The findings generated by this study can serve as a good starting point to guide FL/HL teachers to professional growth and expand the field of HL literacy studies in the future.
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Bu, Xun. "An investigation of the relationships between professional development, teacher efficacy and teacher stress among teachers in Shanghai public primary schools." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/1.
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Under the theoretical framework of Guskey’s (2000) professional development models and Bandura’s (1997) social cognitive theory, this study sought to (a) identify how teachers in Shanghai public primary schools perceive the effectiveness of different types of professional development; (b) assess teachers’ self-efficacy and stress level; and (c) examine how teachers’ perceived effectiveness of professional development, their self-efficacy and stress level are related. A total of 562 public primary school teachers in Shanghai responded to the online survey which consisted of demographic information, the short version of Teacher Self-Efficacy Scale, Teacher Stress Inventory and a designed Professional Development Scale regarding the participation in and perceived effectiveness of professional development activities. Results emerged after analyzing the data: 1) among various types of professional development, mentoring, observation and assessment and study groups were perceived to be the most effective types by both novice and career teachers; 2) teachers generally felt “quite a bit” of teacher efficacy but a majority reported moderate levels of stress; 3) compared with their career counterparts, novice teachers have significantly lower self-efficacy and also show significantly lower stress; 4) a negative relationship between teacher efficacy and teacher stress exists for both groups of teachers; 5) an association between the perceived effectiveness of professional development and teacher efficacy exists for career teachers only; 6) teacher efficacy was found to fully mediate the relationship between perceived effectiveness of professional development and teacher stress only among career teachers. Additional discussion of the findings and their implications and suggestions for further research were also presented.
Books on the topic "Teacher and instructor development"
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Bostley, Edward J. Musical development for the classroom teacher. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.
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Cammarata, Laurent, and T. J. Ó Ceallaigh, eds. Teacher Development for Immersion and Content-Based Instruction. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.110.
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Felmer, Patricio, Peter Liljedahl, and Boris Koichu, eds. Problem Solving in Mathematics Instruction and Teacher Professional Development. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29215-7.
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Reforming teacher education for online pedagogy development. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.
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1940-, Richardson Virginia, ed. Teacher change and the staff development process: A case in reading instruction. New York: Teachers College Press, Teachers College, Columbia University, 1994.
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Solomon, Amy. Faculty development workbook. Australia: Thomson Delmar Learning, 2007.
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D, Winkler John. A survey of incentives for staff development of computer-based instruction. Santa Monica, CA: Rand Corp., 1985.
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Harris-Bowlsbey, JoAnn. Facilitating career development: Instructor manual. Tulsa, Oklahoma: National Career Development Association, 2001.
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United States. General Accounting Office. Office of Organization and Human Development. Course development workshop: Instructor manual. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.
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United States. General Accounting Office. Office of Organization and Human Development. Course development workshop: Instructor manual. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.
Find full textBook chapters on the topic "Teacher and instructor development"
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Tsui, Cynthia. "EMI Teacher Development Programs in Taiwan." In English as a Medium of Instruction in Higher Education, 165–82. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4645-2_10.
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Brumfit, Ann, and H. R. H. Hikmany. "Curriculum Materials and In-Service Training for English-Medium Instruction in Zanzibar." In Improving Schools Through Teacher Development, 225–46. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203751213-8.
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Horn, Ilana, and Brette Garner. "Mechanisms for Teachers' Concept Development." In Teacher Learning of Ambitious and Equitable Mathematics Instruction, 55–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003182214-4.
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Mabruroh, Alfina Fadilatul, Gunarhadi Gunarhadi, Herry Widyastono, and Mohd Hanafi Mohd Yasin. "Design of deaf instruction during the COVID-19 pandemic." In Teacher Education and Teacher Professional Development in the COVID-19 Turn, 133–39. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-19.
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Ramnarain, Umesh, Daniel Capps, and Ying-Shao Hsu. "Professional Development of Science Teachers for Inquiry Instruction." In Handbook of Research on Science Teacher Education, 273–86. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003098478-24.
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Kling, Joyce. "Content Teachers Engaged in English-Medium Instruction in Denmark." In Teacher Education and Professional Development in TESOL, 223–39. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-14.
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Park, Jaehan, and Faridah Pawan. "Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction." In Teacher Education and Professional Development in TESOL, 193–204. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-12.
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Müller, Florian H., Irina Andreitz, Konrad Krainer, and Johannes Mayr. "Effects of a Research-Based Learning Approach in Teacher Professional Development." In Expertise in Mathematics Instruction, 131–50. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-7707-6_7.
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Cheng, May May Hung, and Fang-Yin Yeh. "STEM Teacher Professional Development for Primary School Teachers in Hong Kong." In Concepts and Practices of STEM Education in Asia, 271–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_15.
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AbstractThis study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learning of crosscutting concepts and inquiry-based teaching. STEM TPD is aimed at collaborative curriculum development as an opportunity to foster active learning through co-creating curriculum materials among teachers and university facilitators. Twelve primary school teachers from various subject teaching backgrounds were interviewed. Semi-structured interviews were carried out to collect the teachers’ experiences with the STEM TPD and their views on the integration of cross-cutting concepts in designing STEM lessons. Findings of the study revealed teachers' perceived challenges during the preparation and teaching phases related to STEM instruction and lesson planning, limited resources, and other concerns embedded in broader contextual situations. While teachers reported to have received different types of support from the STEM TPD relating to the pedagogical knowledge of STEM, future directions for STEM TPD were expressed in relation to content components of STEM TPD, opportunities for authentic learning and first-hand experiences, and coherence. Finally, this chapter discusses areas that need to be resolved before a further enhancement in terms of quality and quantity of STEM lessons could be expected.
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Bhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students." In Advances in Higher Education and Professional Development, 127–58. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch008.
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Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.
Conference papers on the topic "Teacher and instructor development"
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Od-Cohen, Yehudit, and Judith Hadari. "Training for Small Group Instruction in Pre-Service Teacher Education: Pedagogical Instructors’ Perceptions." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.80.
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Aboagye, Hayfron, Mohammed Aryee, Maapa Kwame Quansah, and Kwaku Ofori Apeadu. "Evaluating Teacher Development: Design Considerations towards a Mobile App for Self-Reporting." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2083.
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Teacher professional development is often described as a key factor linked to improved learning outcomes. With the learning disruption caused by Covid-19, teachers have undertaken various school-based and technology-enabled professional development programmes in innovative teaching practices, including blended learning and flipped classrooms. Monitoring and evaluation of teacher professional development has, however, been fraught with lack of tools and skills to collect data, towards evidence-based practice. // With technology increasingly being accessible to teachers, it is important to harness teacher self-reporting as a cost-effective and flexible means for monitoring classroom instruction and the evolving innovative pedagogical practices. This study reports on a baseline data collection and analysis process undertaken as part of COL’s school-based teacher development programme (also known as ‘Teacher Futures’). An independent analysis was carried out to check the integrity of the instruments and produce evidence on the impacts and outcomes of the project. The paper analyses the challenges experienced with data capture and analysis and proposes some design considerations for a Mobile App prototype for teacher self-reporting.
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.
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The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, & Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instructor techniques” and skill in implementing useful strategies to convey their knowledge to trainees. They are typically not afforded time and resources to develop these skills prior to taking charge of training new members of the Armed Forces. There was a need to design training tools for accelerating mastery among military instructors via rapid acquisition of high-quality instructional skills to ensure effective learning and retention among trainees.To address this challenge, Design Interactive developed an adaptive training tool, the Interactive Military Instructor Training and Assessment Technology (IMITATE). There was a focus on incorporating research-based training interventions such as video self-modeling, prompting, performance reflection, practice and feedback to support accelerated mastery of observable skills. The goal of the IMITATE program was to optimize the learning experience for military instructors with a tool that they could utilize to sharpen and receive interactive feedback on the skills that are crucial to being a good instructor. The system implements customizable rating systems made up of key performance areas (KPAs), broken down into observable behaviors with detailed rating anchors. This creates a competency- based approach for instructors, who through IMITATE, can receive structured, personalized feedback to quickly bridge performance gaps. IMITATE utilizes a three-stage approach for training – Prepare, Practice, and Assess. The Prepare stage provides introductory video-based observation and training that identifies the KPAs and behaviors and illustrates expert performance in the form of lessons. In the Practice stage, instructors practice their skills while receiving standardized, behavior-based assessment through an intuitive rating tool that provides observers with guidance on how to rate, promoting consistency between observers. The final stage, Assess, is where results are captured and displayed for immediate, actionable, structured and personalized feedback. A video-based after-action review offers session playback paired with time-synced ratings to highlight effective or ineffective performance. Built-in analytics enable performance comparisons between individuals and groups over time. Usability for IMITATE is consistently being assessed and refined based on end-user feedback. This iterative, user-centered design process enables a learning tool that is easy to use and applicable across a variety of domains. Integrating these research-based training interventions with a user-centered design process enabled the Design Interactive team to build upon existing military training protocols to enhance instructor competence, reduce instructor development costs, and improve mission readiness. This method is currently informing additional R&Defforts across the Marine Corps and Air Force and has been tested across a wide range of use cases from military, medical, academic, and industrial settings.
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Geyer, William, Barbara Gordon, Christopher Mattei, and Dwight Robinson. "Development of UH-72A Simulator Model in Support of ADS-33 Training." In Vertical Flight Society 77th Annual Forum & Technology Display. The Vertical Flight Society, 2021. http://dx.doi.org/10.4050/f-0077-2021-16796.
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The U.S. Naval Test Pilot School (USNTPS) qualifies engineering test pilots and flight test engineers for the Department of Defense (DoD) and foreign militaries. The school operates UH-72A and UH-60L aircraft as core rotary wing platforms used for airborne instruction in performance, flying qualities (FQ) and advanced flight control systems flight testing. The stability and control portion of the syllabus teaches both time and frequency domain flight test techniques in the evaluation of aircraft handling qualities (HQ); however, only classic time domain techniques have been instructed in the aircraft to support the curriculum. As frequency domain testing has become common practice across the DoD and within industry, the importance of providing entry level instruction in those flight test techniques cannot be overstated. Having students conduct many of the frequency domain test techniques in the aircraft is not practical. Providing adequate control measures such as real-time data monitoring and instructor pilot involvement on each flight to ensure safe execution would place an unrealistic burden on the USNTPS staff and adversely impact the airworthiness of the school’s aircraft. The USNTPS simulation laboratory recently received a high fidelity UH-60 flight dynamics simulation model enabling the instruction of frequency domain flight test techniques and the collection of predictive HQ data as defined within the ADS-33E-PRF, Handling Qualities Requirements for Military Rotorcraft. These data are used to support assigned HQ flights flown on Naval Test Wing Atlantic’s ADS-33 Mission Task Element course. Conducting systems identification testing and the subsequent development of a high fidelity UH-72A flight dynamics simulation model allows the execution of the entire Low Airspeed FQ exercise across both core platforms. Simulator-based predictive HQ data are now utilized in support of assigned HQ flights in the respective aircraft. This paper covers the development of the UH-72A simulation model, flight test efforts supporting that development and the successful integration of the model as a means to collect predictive HQ data in support of the Low Airspeed FQ exercise at the USNTPS.
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Rees, Nerys. "THE TEACHER IN THE ENGLISH MEDIUM INSTRUCTION CLASSROOM IN JAPAN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0469.
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.
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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.
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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Severino, Lori, and Alia Ammar. "TEACHER PROFESSIONAL DEVELOPMENT OF EFFECTIVE READING INSTRUCTION FOR STRUGGLING READERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0590.
Full textReports on the topic "Teacher and instructor development"
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.
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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, February 2022. http://dx.doi.org/10.33009/fsu.1643828800.
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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.
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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.
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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2071.
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Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.
Full textAbstract:
This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.