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1
Marynowski, Richelle, Amber Darroch, Asta Gregory, and Molly James. "Theorizing about components of teacher professional development: supports and barriers." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 12, 2021): 104–18. http://dx.doi.org/10.1108/ijmce-02-2021-0040.
Повний текст джерелаАнотація:
PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.
2
Kelly, Cara L., Laura L. Brock, Julie Dingle Swanson, and Lara Walker Russell. "Teacher Engagement Scale for Professional Development." Journal of Educational Issues 8, no. 1 (April 20, 2022): 261. http://dx.doi.org/10.5296/jei.v8i1.19636.
Повний текст джерелаАнотація:
Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.
3
Keil, Matthew J., William H. Rupley, Janet A. Nichols, William Dee Nichols, David Paige, and Timothy V. Rasinski. "Teachers’ Perceptions of Engagement and Effectiveness of School Community Partnerships: NASA’s Online STEM Professional Development." Journal of Studies in Education 6, no. 2 (March 22, 2016): 1. http://dx.doi.org/10.5296/jse.v6i2.9185.
Повний текст джерелаАнотація:
<p>Data were collected from 32 teachers using mixed methods to investigate their perceptions of the value of online professional development (PD) offered through a school-community partnership with National Aeronautics and Space Administration (NASA). The partnership between multiple school districts nationwide and NASA provided teachers with an online Science, Technology, Engineering and Mathematics (STEM) PD course called MicroGX. Data from this study provide evidence that teachers perceived MicroGX as a positive PD experience. Teachers indicated that they would recommend this PD to other teachers, and overall were satisfied with interaction with others, resources, support, content, and content delivery. Effective PD components include building teachers’ content knowledge, impacting students’ learning, increasing teaching resources, and providing support for participation in PD.</p>
4
Bachtiar, Bachtiar. "The Effect of Professional Development on Indonesian EFL Teachers’ Self-Efficacy." EDUVELOP 2, no. 2 (March 30, 2019): 64–80. http://dx.doi.org/10.31605/eduvelop.v2i2.277.
Повний текст джерелаАнотація:
This study aims to find out the relationship between teachers’ participation in professional development (PD) and changes in perceived levels of their self-efficacy in the areas of instructional strategy, classroom management, and student engagement. A mixed methods research was used in this study. The findings from this study revealed that there is a relationship between teachers’ participation in PD and changes in perceived levels of their self-efficacy. The findings also revealed that PD was perceived to bring about the greatest change in levels of all participants’ self-efficacy in the area of instructional strategy compared to classroom management and student engagement. The study suggests that one of the characteristics of good quality PD for junior secondary EFL teachers in Indonesia is the content should be based on teachers’ classroom practical needs.
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Mabuan, Romualdo Atibagos. "Webbing the Wonders of Webinars: An Autoethnographic Inquiry on Online Professional Learning." International Journal of Technology in Education 5, no. 1 (January 15, 2022): 171–92. http://dx.doi.org/10.46328/ijte.206.
Повний текст джерелаАнотація:
As the educational front liners, teachers’ access to quality and sustainable professional development (PD) is imperative, as it is vital in delivering quality education and improving student learning outcomes. However, this may not always be a reality particularly in low-resource settings, where teachers’ PD may not be a priority or is just too costly to be implemented in a wide scale. Using analytic autoethnography, this study examined aspects of my experience, perspective, and memory in successfully completing 66 webinar sessions of the American English (AE) Live: Teacher Development Series, a PD program sponsored by the U.S. Department of State through the Online Professional English Network (OPEN). Acting as a reflective practitioner and teacher-as-researcher, I unraveled how I traversed the World Wide Web in search for free and quality PD, how I completed 11 sets of live webinar sessions from January 2018 to July 2021, how I became an agent for my own professional learning, why I believe about webinars’ potential for teachers’ PD, and what it could do to inform my pedagogical decisions. Data from my learning journal, webinar discussion posts, and interaction with my fellow participants revealed that the AE Live Webinar Series is an effective PD for teachers based on its content, active learning engagement, collaboration, models of effective practice, coaching and expert support, opportunities for feedback and reflection, and sustainability, making it a practical teachers’ PD platform particularly in low-budget countries such as the Philippines. Andragogical and heutagogical implications are provided in the light of these findings.
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Murai, Yumiko, and Hiroyuki Muramatsu. "Application of creative learning principles within blended teacher professional development on integration of computer programming education into elementary and middle school classrooms." Information and Learning Sciences 121, no. 7/8 (June 29, 2020): 665–75. http://dx.doi.org/10.1108/ils-04-2020-0122.
Повний текст джерелаАнотація:
Purpose While it is particularly important that professional programs help teachers become members of a community of practice, especially in crisis situations such as the COVID-19 pandemic, there is a lack of research about strategies to effectively encourage the development of a community of practice and to support teachers’ transformation of their way of teaching. Thus, this paper aims to report on lessons learned from a blended professional development (PD) program for elementary and middle school teachers in Japan focused on computer programming education. In particular, the authors explored how application of the creative learning principles in the blended teacher PD may have helped to nurture a community of practice among teachers in Japan, and how the creative learning principles may be a valuable framework for designing online or blended teacher PD to support teachers’ transition into emergency remote education. Design/methodology/approach This paper reports on the lessons learned from two iterations of blended teacher PD situated within a larger design-based research project on applying creative learning pedagogy in teacher PD. Creative learning is a learning approach focused on engagement in personally meaningful projects by tinkering with materials and learning from peers. A total of 26 teachers and coaches participated, all of whom work in elementary or middle schools across Nagano prefecture in Japan. Participant experiences were evaluated based on a pre-survey and a post-survey conducted before and after the in-person kick-off camp; observation notes taken; a final report submitted by each teacher; a debrief meeting at the end of the program; and semi-structured interviews with three selected participants after the program concluded. For this paper, the authors focus on two participants who fully and actively engaged in the program, and they introduce their stories to highlight the outcomes from the PD. Findings The results highlight how a blended PD designed to support creative learning of teachers provided teachers with opportunities to gain help from other teachers and cultivate their expertise. The results also illustrated that how a community of practice emerged from the PD program, providing teachers with moral support when they tried new lesson designs. This paper offers several recommendations for designing professional learning experiences for instructional designers and professional developers that incorporate remote learning technologies. Originality/value While an increased number of studies have shown the values of online and blended communities of practice for teacher PD, there are still limited insights on different strategies to support teachers in transforming their teaching practices. They generally do not provide teachers with opportunities to continue learning with and from one another beyond the program itself. This study examined the teachers’ experiences in a unique PD that implemented a creative learning approach into a blended learning environment for teachers.
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Thomson, Margareta M., and Jeannine E. Turner. "The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program." Education Research International 2019 (January 21, 2019): 1–12. http://dx.doi.org/10.1155/2019/5856793.
Повний текст джерелаАнотація:
The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.
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Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.
Повний текст джерелаАнотація:
Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local challenges, and support teacher professional growth is critical to the provision of quality education for rural students. Through a single-case study design, this study examined the effectiveness of a rural initiative, the Numeracy Cohort, that was locally constructed to mitigate challenges and improve mathematics instruction and student numeracy outcomes in a school division in Manitoba, Canada. Findings from the study suggest that (a) the Numeracy Cohort model was effective in accommodating contextual differences and mitigating challenges related to funding, geography and staffing through several promising practices; (b) the PD provided to teachers was effective in supporting teacher professional growth in several ways; (c) attention to the multiple nested and dynamic contexts in which teachers worked was an important and effective element of the model; (d) fostering social interaction (among teachers and with more competent others) was important for teacher learning; and (e) finding ways to foster human engagement through mediating tools for learning (e.g., dialogue, reflection, and action research) was critical to the model’s success.
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Al-Bakri, Sawsan, and Salah Troudi. "EFL teachers’ beliefs about professionalism and professional development." Journal of Applied Linguistics and Professional Practice 15, no. 1 (November 27, 2020): 1–23. http://dx.doi.org/10.1558/jalpp.34885.
Повний текст джерелаАнотація:
This study explores how English as a Foreign Language (EFL) teachers’ perspectives on professionalism and beliefs about the usefulness of professional development (PD) activities influence their teaching practices and acceptance of new approaches. The focus is on tertiary English-language teachers working in Oman, and an exploratory research methodology was employed in which qualitative data were obtained from two focus group interviews with two groups of six teachers. The first group, which was asked about the meaning of professionalism, indicated that while a variety of aspects were of concern, there was a shared belief that professionalism is mainly related to moral values, which should be context sensitive. The second group, which was asked about PD, indicated that teachers’ engagement with PD activities is mainly related to context-specific skills improvement activities, and that the main obstacle to PD is a lack of institutional support. The research thus contributes to the study of Englishlanguage teachers’ own perspectives on professionalism, a topic which has previously received only limited attention.
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Morris, Meg E., Susan C. Slade, Joanne E. Wittwer, Irene Blackberry, Simon Haines, Madeleine E. Hackney, and Victor B. McConvey. "Online Dance Therapy for People With Parkinson’s Disease: Feasibility and Impact on Consumer Engagement." Neurorehabilitation and Neural Repair 35, no. 12 (September 29, 2021): 1076–87. http://dx.doi.org/10.1177/15459683211046254.
Повний текст джерелаАнотація:
Background Therapeutic dancing can be beneficial for people living with Parkinson’s disease (PD), yet community-based classes can be difficult to access. Objective To evaluate the feasibility and impact of online therapeutic dancing classes for people in the early to mid-stages of PD. Methods Co-produced with people living with PD, physiotherapists, dance teachers and the local PD association, the ‘ParkinDANCE’ program was adapted to enable online delivery during the COVID-19 pandemic. Participants completed 8 one-hour sessions of online therapeutic dancing. Each person was assigned their own dance teacher and together they selected music for the classes. A mixed-methods design enabled analysis of feasibility and impact. Feasibility was quantified by attendance and adverse events. Impact was determined from individual narratives pertaining to consumer experiences and engagement, analysed with qualitative methods through a phenomenological lens. Results Attendance was high, with people attending 100% sessions. There were no adverse events. Impact was illustrated by the key themes from the in-depth interviews: (i) a sense of achievement, enjoyment and mastery occurred with online dance; (ii) project co-design facilitated participant engagement; (iii) dance instructor capabilities, knowledge and skills facilitated positive outcomes; (iv) music choices were key; and (v) participants were able to quickly adapt to online delivery with support and resources. Conclusions Online dance therapy was safe, feasible and perceived to be of benefit in this sample of early adopters. During the pandemic, it was a viable form of structured physical activity. For the future, online dance may afford benefits to health, well-being and social engagement.
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Barr, Dennis J., Beth Boulay, Robert L. Selman, Rachel Mccormick, Ethan Lowenstein, Beth Gamse, Melinda Fine, and M. Brielle Leonard. "A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students." Teachers College Record: The Voice of Scholarship in Education 117, no. 2 (February 2015): 1–52. http://dx.doi.org/10.1177/016146811511700202.
Повний текст джерелаАнотація:
Background/Context Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students’ civic awareness, RCTs of PD designed to foster civic learning are rare. This randomized controlled trial contributes to the knowledge base on the effectiveness of PD designed to integrate civic learning, ethical reflection, and historical thinking skills into high school humanities courses. Focus of Study The study examined the impact of a PD intervention in two areas: (a) teacher self-efficacy, burnout, and professional engagement and satisfaction; and (b) the academic, civic, social, and ethical competencies of 9th and 10th grade students in the teachers’ classes. Population/Participants/Subjects The study involved 113 teachers and 1,371 9th and 10th grade students in 60 high schools from eight metropolitan regions in the United States. Intervention/Program/Practice The intervention, Facing History and Ourselves, provides PD through a five-day seminar, curricular materials, and follow-up coaching and workshops to help teachers develop their capacities to implement an interdisciplinary historical case study unit using student-centered pedagogy. Research Design The study used a school-level, randomized, experimental design to investigate impacts of the intervention for teachers and their 9th and 10th grade students. Findings/Results Intervention teachers showed significantly greater self-efficacy in all eight assessed domains, more positive perceptions of professional support, satisfaction and growth, and greater personal accomplishment. Intervention students demonstrated stronger skills for analyzing evidence, agency, and cause and effect on a historical understanding performance measure; greater self-reported civic efficacy and tolerance for others with different views; and more positive perceptions of the classroom climate and the opportunities afforded for engaging with civic matters. Fidelity analysis found these causal effects despite the fact that roughly half of the intervention teachers did not fully implement the program. Conclusions/Recommendations Educators need evidence-based approaches for teaching complex social, civic, and political issues enabling students of diverse mindsets and backgrounds to engage constructively with one another while obtaining necessary skills and knowledge. These findings provide empirical support for a professional development approach that engages teachers in fostering academic and civic competencies critical to both participation in a democracy and success in college and career.
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Costelloe, Laura. "Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (June 8, 2021): 1–13. http://dx.doi.org/10.22554/ijtel.v6i1.72.
Повний текст джерелаАнотація:
It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008).
Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice.
Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.
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Nelson, Tamara Holmlund, David Slavit, Mart Perkins, and Tom Hathorn. "A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (June 2008): 1269–303. http://dx.doi.org/10.1177/016146810811000601.
Повний текст джерелаАнотація:
Background/Context The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little research on the professional development of those who design and support these PD efforts. Purpose/Focus of Study To better understand how to support secondary teachers’ engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. Research Design A narrative case study design was used to examine the evolution of the professional development group from its inception in March 2004 through December 2005, halfway through the project's duration. The particular timeframe was targeted to explore the developmental phase of the group and critical decisions that shaped the group structure and direction. Data Collection and Analysis Traditional qualitative data sources were collected and analyzed in the construction of the narrative, including interviews with the professional developers, archived documents, and video and audio recordings of meetings. Conclusions/Recommendations The PD group's focus on how to foster and sustain a culture of collaborative inquiry provides insights into the structures and processes that support this kind of collaborative endeavor. Assuming an inquiry stance toward the work was challenged by the ongoing business of implementing a large-scale project and the demands of people's other work in school districts and universities. Difficulties related to communication between and during meetings also occurred. An explicit reliance on collaborative norms and explicitly using processes such as dialogue structured by protocols, distributing leadership responsibilities, and co-constructing an inquiry focus based on data analysis helped the group develop and maintain an inquiry stance. These findings inform the support of teachers undertaking collaborative inquiry for professional growth.
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Du, Xiangyun, Aida Guerra, Bente Nørgaard, Youmen Chaaban, Adrian Lundberg, and Niels Erik Ruan Lyngdorf. "University Teachers’ Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program." Sustainability 14, no. 19 (September 24, 2022): 12079. http://dx.doi.org/10.3390/su141912079.
Повний текст джерелаАнотація:
This study investigated university teachers’ perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers’ expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.
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Dolighan, Tim, and Michael Owen. "Teacher efficacy for online teaching during the COVID-19 pandemic." Brock Education Journal 30, no. 1 (March 10, 2021): 95. http://dx.doi.org/10.26522/brocked.v30i1.851.
Повний текст джерелаАнотація:
The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.
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Donnelly, Roisin, and Terry Maguire. "Establishing and sustaining national partnerships in professional development and the recognition of open courses in teaching and learning through digital badges." Australasian Journal of Educational Technology 36, no. 5 (October 26, 2020): 1–17. http://dx.doi.org/10.14742/ajet.5892.
Повний текст джерелаАнотація:
This article discusses a national partnership in Irish higher education between the National Forum for the Enhancement of Teaching and Learning and the sector. The partnership initiative focussed on the scalable design and development of a suite of open-access professional development (PD) courses in teaching and learning. The empirical work explored the role and value of digital badges as professional recognition for open courses, and in particular the transformative experience of the collaborative course design teams from teachers into teachers-as-designers. Each course has been mapped to Ireland’s national PD framework for all staff who teach. This initiative aimed to provide multiple nationally developed access points to PD opportunities and recognise engagement through digital badges. The partnership with course designers from institutions across Ireland was multifaceted, and their transformation from novice creators of digital content is explored here. Lessons learnt relate to developing consensus on national criteria and associated evidence for scalable open courses, ensuring quality assurance and supporting teams working in partnership. A framework of triple-loop learning was used for conceptualising the different phases of development of the collaborating teams and the sectoral learning around partnerships and nationally recognised collaborative course design.
Implications for practice or policy:
Instructional designers and learning technologists should be included in the development team for early consideration of the concept of badging.
Explicit planning is required, including a course development workshop, provision of templates for designing the course and guides for developing resources.
To ensure rigor, the development team should integrate a peer review process for validating the course content.
Involving human resource and senior managers in exploring PD recognition is vital for sector-wide implementation.
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Hutchison, Amy C., and Lindsay Woodward. "Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–44. http://dx.doi.org/10.1177/016146811812001002.
Повний текст джерелаАнотація:
Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.
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Donnelly, Roisin, and Terry Maguire. "Building Digital Capacity for Higher Education Teachers: Recognising Professional Development Through a National Peer Triad Digital Badge Ecosystem." European Journal of Open, Distance and E-Learning 23, no. 2 (January 1, 2021): 1–19. http://dx.doi.org/10.2478/eurodl-2020-0007.
Повний текст джерелаАнотація:
AbstractDigital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland’s National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.
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Inprasitha, Maitree. "Lesson study and open approach development in Thailand: a longitudinal study." International Journal for Lesson & Learning Studies 11, no. 5 (March 4, 2022): 1–15. http://dx.doi.org/10.1108/ijlls-04-2021-0029.
Повний текст джерелаАнотація:
PurposeThis research explores the “transformation” ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation.Design/methodology/approachThe researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts.FindingsAs results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations.Research limitations/implicationsFurther studies should focus on the possible conflicts emerging between the different cultures of teaching.Practical implicationsThe idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills.Originality/valueThe findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.
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Al Ruqaishi, Salama Abdul Aziz. "Factors Influencing Teachers' Engagement." International Journal of Education 14, no. 1 (January 14, 2022): 1. http://dx.doi.org/10.5296/ije.v14i1.18366.
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This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teachers' engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.
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Sener, Tulin. "Civic engagement of future teachers." Procedia Technology 1 (2012): 4–9. http://dx.doi.org/10.1016/j.protcy.2012.02.003.
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Copur-Gencturk, Yasemin, Debra Plowman, and Haiyan Bai. "Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth." American Educational Research Journal 56, no. 5 (January 11, 2019): 1590–628. http://dx.doi.org/10.3102/0002831218820033.
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This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.
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Ault, Melinda Jones, and Channon K. Horn. "Increasing Active Engagement." Journal of Special Education Technology 33, no. 3 (May 22, 2018): 207–16. http://dx.doi.org/10.1177/0162643418775745.
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The use of response cards is a research-based strategy to increase active engagement, on-task behavior, and academic responding. With new and affordable mobile technologies, teachers now have access to a host of high-tech digital student response systems to increase engagement. This article describes the logistical, management, and pedagogical considerations for teachers using such systems. This article provides guidelines for teachers when planning, implementing, and monitoring the use of student response systems. A classroom example is provided along with data sheets and a graphing system to use when collecting data and evaluating effectiveness. This article also provides a table of digital student response systems including their descriptions and features.
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Bu, Xia, Melissa Bu, Ping Hua, Baogong Zhu, Arlene H. Sharpe, and Gordon J. Freeman. "Intracellular Signaling triggered by engagement of PD-1 by PD-L1." Journal of Immunology 204, no. 1_Supplement (May 1, 2020): 78.24. http://dx.doi.org/10.4049/jimmunol.204.supp.78.24.
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Abstract Blockade of PD-1/PD-L1 is in effective anti-tumor immunotherapy. To further elucidate the mechanism by which PD-1/PD-L1 engagement causes T cell dysfunction, we investigated intracellular signaling triggered by PD-1/PD-L1 ligation in T cells. We describe a novel antibody that detects PD-1 signaling. This antibody detects phosphorylation of the immunotyrosine switch motif (ITSM) in the intracellular tail of both human and mouse PD-1 (phospho-PD-1). We first examined the expression of PD-1 and phosphorylated PD-1 in T cells from human PBMC. We found that without CD3 and CD28 mAb stimulation, PD-1 and phospho-PD-1 had minimal expression on CD3+CD4+ and CD3+CD8+ cell. Upon stimulation with CD3 and CD28 mAb, we observed increased expression of PD-1 and phospho PD-1 in both CD3+CD4+ and CD3+CD8+ cells. Furthermore, upon CD3 and CD28 mAb stimulation and PD-L1 recombinant protein treatment, the level of phospho PD-1 increased in CD3+CD4+ and CD3+CD8+ cells. Utilizing a co-culture system of Jurkat-hPD-1 and 300-hPD-L1, we mimicked the cell-cell interaction through molecular ligation of PD-1 and PD-L1. Upon stimulation with CD3 and CD28 mAb in this co-culture system, we detected increased phospho PD-1 signal and phospho SHP-2 signal by Western blot. When CD3 and CD28 mAb stimulated Jurkat-hPD-1 cells were treated with recombinant PD-L1 protein, we observed decreased IL-2 secretion which indicates PD-1/PD-L1 ligation suppresses T cell activation and corresponds with phospho PD-1 expression. This study examines the intrinsic intracellular signals upon PD-1/PD-L1 engagement, and the results may promote a better understanding of the mechanism of T cell dysfunction by PD-1/PD-L1 ligation.
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Hakanen, Jari J., Arnold B. Bakker, and Wilmar B. Schaufeli. "Burnout and work engagement among teachers." Journal of School Psychology 43, no. 6 (January 2006): 495–513. http://dx.doi.org/10.1016/j.jsp.2005.11.001.
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Zepke, Nick, Linda Leach, and Philippa Butler. "Student engagement: students' and teachers' perceptions." Higher Education Research & Development 33, no. 2 (October 16, 2013): 386–98. http://dx.doi.org/10.1080/07294360.2013.832160.
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Gao, X., and A. W. K. Chow. "Primary school English teachers' research engagement." ELT Journal 66, no. 2 (June 29, 2011): 224–32. http://dx.doi.org/10.1093/elt/ccr046.
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Thompson, Marnie, Laura Goe, Pamela Paek, and Eva Ponte. "BEGINNING TEACHERS' ENGAGEMENT WITH BTSA/CFASST." ETS Research Report Series 2004, no. 2 (December 2004): i—70. http://dx.doi.org/10.1002/j.2333-8504.2004.tb01957.x.
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Borg, Simon, and Yi Daphne Liu. "Chinese College English Teachers' Research Engagement." TESOL Quarterly 47, no. 2 (September 21, 2012): 270–99. http://dx.doi.org/10.1002/tesq.56.
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Kahraman, Ümit, and Osman Tayyar Çelik. "Evaluation of TALIS 2018 Results in the Context of Professional Development: Turkey Sample." Athens Journal of Education 9, no. 3 (July 26, 2022): 523–44. http://dx.doi.org/10.30958/aje.9-3-10.
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In this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including 3,204 primary school teachers, 3,952 secondary school teachers and 8,342 high school teachers, were included in the sample of the study. The results of the research show that teachers participate more in-service trainings within the scope of mandatory PD policies. Peer observation, coaching, and observation visits to workplaces, public institutions or non-governmental organizations and other schools are the least PD activities that teachers participate. Teachers need PD more in the field of teaching students with special needs and in multicultural or multilingual environments. According to teachers, the biggest barriers to PD are the lack of any incentives and support to participate in PD, incompatibility with the work schedule and the lack of appropriate PD activity. In addition, PD activities that teachers participate in, PD needs and barriers to PD are significantly different in terms of seniority. The results were discussed in terms of PD literature and Turkey context and suggestions have been made based on the results. Keywords: TALIS, OECD, teacher development, professional development, barriers for development
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Apriasari, Hastinia, and Yuli Fajar Susetyo. "Work Engagement among Taman Pendidikan Al-Qur’an’s Teachers: The Role of Religiosity." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 337–47. http://dx.doi.org/10.24042/tadris.v7i2.13303.
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Work engagement is essential for non-formal education teachers, including Taman Pendidikan Al-Quran (TPA) teachers. Work engagement will improve the work performance of TPA teachers. The religiosity of TPA teachers is expected to play a key role in increasing work engagement. This study aims to examine the contribution of religiosity toward work engagement. The hypothesis proposed in this study is that religiosity can predict the level of work engagement. The subjects of this study are the TPA teachers, consisting of 84 females and 70 males who have a year of teaching experience minimally. The instrument used to collect the data is the Utrecht Work Engagement Scale (UWES) which has been modified, and the religiosity scale as well. Data are analyzed by simple regression analysis. Religiosity plays a role in 30.4 % of teachers’ work engagement. In addition, the dimension of religiosity has the most significant role in the work engagement of the TPA teachers. The result shows that religiosity can predict work engagement for the TPA teachers.
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Snyder, Patricia, Mary Louise Hemmeter, Mary McLean, Susan Sandall, Tara McLaughlin, and James Algina. "Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices." Exceptional Children 84, no. 2 (November 13, 2017): 213–32. http://dx.doi.org/10.1177/0014402917735512.
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We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers’ implementation of embedded instruction practices and children’s developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities ( N = 106) from enrolled teachers’ classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments.
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Alrajeh, Tahani Salman, and Beth Winfrey Shindel. "STUDENT ENGAGMENT AND MATH TEACHERS SUPPORT." Journal on Mathematics Education 11, no. 2 (March 3, 2020): 167–80. http://dx.doi.org/10.22342/jme.11.2.10282.167-180.
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This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
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Borg, Simon. "Language teacher research engagement." Language Teaching 43, no. 4 (August 23, 2010): 391–429. http://dx.doi.org/10.1017/s0261444810000170.
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The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.
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Fiorilli, Caterina, Ilaria Buonomo, Luciano Romano, Ylenia Passiatore, Domenica Fioredistella Iezzi, Paolo Emilio Santoro, Paula Benevene, and Alessandro Pepe. "Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout." Sustainability 12, no. 16 (August 6, 2020): 6345. http://dx.doi.org/10.3390/su12166345.
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Teachers’ work engagement positively impacts teachers’ attitudes towards their job. Nevertheless, teachers may experience burnout during their career, which negatively impacts their professional learning opportunities. In this study we investigated the relationship between teachers’ levels of burnout, work engagement, and their confidence in in-service training in a sample of Italian teachers. We expected that burnout mediated the relationship between work engagement and teachers’ confidence in training. A total of 481 teachers completed self-report questionnaires about engagement and burnout, with an ad hoc Confidence in Training Index developed to assess their attitudes towards professional development courses. The mediation analysis confirmed that the teachers’ levels of burnout mediated the relationship between their work engagement and their confidence in in-service training. Findings suggest that teacher confidence in policies about professional training should be evaluated by taking into account their level of engagement and burnout.
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Nawab, Ali. "Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan." SAGE Open 10, no. 4 (October 2020): 215824402098261. http://dx.doi.org/10.1177/2158244020982614.
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Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.
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Padilla-Petry, Paulo, Sara Pérez-Hernando, Julio Rodríguez-Rodríguez, and Cristina Vidal-Martí. "Comparing Teachers’ and Students’ Perspectives of Student Engagement in Higher Education: Between Performativity and Invisibility." International Education Studies 15, no. 6 (November 21, 2022): 84. http://dx.doi.org/10.5539/ies.v15n6p84.
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Student engagement in higher education has been studied from various perspectives, but few studies have compared teachers’ and students’ perspectives on the subject. Considering that student engagement may be reduced to a performativity scarcely related to learning outcomes and that a good deal of it may be invisible to teachers, further studies are needed to contrast teachers’ and students’ views of student engagement in higher education. This article presents the results of a quantitative study about definitions and indicators of student engagement carried out with 118 students and 45 teachers of Law, Education and Nursing from two Catalan public universities (Spain). The results confirm the performativity associated with the concept by both teachers and students, and reveal that students may appreciate silent and invisible engagement more than teachers. The results also show that teachers may conflate signs of student engagement with good academic results and learning, risking an oversimplification of both student engagement and learning.
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Farrow, JeanMarie, Sarah Kavanagh, and Preeti Samudra. "Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning." Education Sciences 12, no. 4 (April 14, 2022): 282. http://dx.doi.org/10.3390/educsci12040282.
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This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos were coded according to teachers’ quality enactment of PBL practices during instruction. Results suggest that teachers who had prior PD in PBL enacted more structure-driven PBL practices (e.g., setting up and managing projects) and incorporated more collaboration practices. However, for other purpose-driven practices of PBL (e.g., supporting student choice, supporting students to make personal connections), teachers with prior PD were no different from teachers without prior PD. The results suggest that teachers may need more intensive and fine-grained, practice-based PD in purpose-driven PBL practices.
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Attard, Catherine. "Engagement with Mathematics: The Influence of Teachers." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 31–39. http://dx.doi.org/10.46517/seamej.v1i1.8.
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Recent decades have seen growing concern over the lowering levels of engagement with mathematics in Australia and internationally. This paper reports on a longitudinal study on engagement with mathematics and explores the influences of teachers on the students’ engagement with mathematics. Findings reveal that the development of positive pedagogical relationships between students and their teachers forms a critical foundation from which positive engagement can be promoted.
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Miraflor, D. Arranguez, and A. Quines Lyndon. "The Mediating Effect of Teachers’ Self-Efficacy on the Relationship Between Authentic Leadership and Work Engagement Among Public School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 5 (October 31, 2022): 53–68. http://dx.doi.org/10.54536/ajmri.v1i5.799.
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This study sought to look into the mediating role of teachers’ self-efficacy on the relationship between authentic leadership and work engagement among 312 teachers in Kiblawan North and South District, Division of Davao del Sur. This research used a non-experimental design utilizing the descriptive correlation technique. The statistical tools used were mean, Pearson r, and path analysis using AMOS. As data sources, reliable research instruments on teachers’ self-efficacy, authentic leadership, and work engagement were used. The research shows that authentic leadership has a high level, work engagement has very high level, and teachers’ self-efficacy has a very high level also. Using Pearson r, the results revealed significant that there are significant relationships between authentic leadership and teachers’ self-efficacy, teachers’ self-efficacy and work engagement, and authentic leadership and work engagement. Utilizing path analysis, the study’s findings suggested that teachers’ self-efficacy partially mediates the relationship between authentic leadership and work engagement. Moreover, it is significantly pointed out that the overall impact of the teachers’ self-efficacy on their work engagement is mediated by another variable not included in the model, authentic leadership, and can either be direct or indirect. This implies that authentic leadership influences teachers’ self-efficacy which in turn influences work engagement.
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Stein, Kristy Cooper, Andrew Miness, and Tara Kintz. "Teachers’ Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration." Teachers College Record: The Voice of Scholarship in Education 120, no. 6 (June 2018): 1–38. http://dx.doi.org/10.1177/016146811812000607.
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Background Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers’ ability to engage all of their students. Assessing varied models simultaneously frames student engagement as a dynamic process contingent upon interactions among many contextual variables. Purpose We explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in their classes. We present cognitive flexibility theory and its seven reductive biases to illustrate the complexity of engaging students across contexts and subjects. This theory makes a compelling a priori case that teachers who more consistently and effectively engage students in their classes are likely to be those who possess higher levels of cognitive flexibility in the domain of student engagement. To test this hypothesis empirically, we asked: Do teachers who are more effective at engaging students reveal more cognitive flexibility when discussing student engagement, as compared with teachers who are less effective at engaging students? Research Design We present a mixed-methods case study conducted over three years at one high school. We utilize annual student survey data to identify teachers with whom students reported relatively more and less classroom engagement. Then, we examine the comments of 18 teachers who participated in annual focus groups about student engagement across those three years to identify differences in how more and less engaging teachers express cognitive flexibility in their understanding of student engagement. Findings We find that teachers whom students found more engaging tended to illustrate more cognitive flexibility in how they thought and spoke about engagement. By contrast, teachers whom students rated as less engaging tended to see engagement in more simplistic and compartmentalized ways. Within these trends, the data provide evidence that individual teachers fall along the seven theorized continuums regarding the extent to which they demonstrated cognitive flexibility on engagement. Conclusions By bringing cognitive flexibility theory to the domain of student engagement, we call for a new research agenda focused on understanding the development of teachers’ knowledge of student engagement and, in turn, engaging instruction. In place of receiving a new model, tool, or checklist, teachers need opportunities to grapple with the complexity of engagement, to see and analyze various cases, and to build schema in relation to their classroom practice.
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Zakaria, Zuraimi. "Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs." Idealogy Journal 5, no. 2 (September 28, 2020): 215–27. http://dx.doi.org/10.24191/idealogy.v5i2.243.
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While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.
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Cacciamani, Stefano, Donatella Cesareni, Caterina Fiorilli, and Maria Beatrice Ligorio. "Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences." Education Sciences 12, no. 7 (July 18, 2022): 493. http://dx.doi.org/10.3390/educsci12070493.
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Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burnout and interest toward ICT training predict work engagement, taking into account the school level. The participants were 358 Italian teachers of primary, middle, and high school. We proposed to fill out the Utrecht Work Engagement Scale, the Copenhagen Burnout Inventory, and three ad hoc items assessing interest toward ICT training among 358 Italian teachers. To compare the school levels, an ANOVA and a Multiple regression analysis for each group corresponding to a different school level has been used. Results showed that: (a) primary school teachers have a higher level of work engagement and interest in ICT training compared to their colleagues at high schools; (b) burnout predicts work engagement in all school levels; (c) interest toward ICT training influences work engagement only in primary and high school. Cultural and contextual dimensions are considered when interpreting the results. Implications for teachers’ enhancing their commitment at work are discussed, as well as limitations of this study and possible further development.
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Gallagher, Tiffany L., Sheila Bennett, Deb Keen, and Sandy Muspratt. "Examining Learner Engagement Strategies." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (August 1, 2016): 51–64. http://dx.doi.org/10.1177/0888406416654213.
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The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers ( N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as “Instructional Cycle” and “Student-Directed Learning.” The previously reported factor structure of the LEQ identified five factors in the Australian study: “Goal Directed Learning,” “Task Selection,” “Intensive Teaching,” “Teacher Responsiveness,” and “Planning and Learning Environment.” There is a discussion of the cross- cultural differences between the Australian and Canadian participant groups and their dominant pedagogical approaches. The LEQ has the potential to raise teachers’ awareness of the strategies they can use to facilitate inclusive practice through differentiated student engagement.
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Cohen, Julie, Lorien Chambers Schuldt, Lindsay Brown, and Pam Grossman. "Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–36. http://dx.doi.org/10.1177/016146811611801105.
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Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.
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McGhee Hassrick, Elizabeth, Jessica Suhrheinrich, Patricia Schetter, Allison Nahmias, Melina Melgarejo, Jennica Li, Jonas Ventimiglia, Yue Yu, and Aubyn Stahmer. "Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students." Social Sciences 10, no. 12 (November 25, 2021): 453. http://dx.doi.org/10.3390/socsci10120453.
Повний текст джерелаАнотація:
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the needed supports to conduct high-quality PD and lack experience with individualizing their methods for training and coaching teachers. When PD providers have networks of professional support, they can potentially gain access to resources to provide successful individualized coaching for teachers. No research has measured the impact of the social networks of PD providers on their performance as coaches in classrooms for teachers of autistic students. To test the hypothesis that social network resources can impact the performance of PD providers who coach teachers how to use EBPs for their autistic students, we conducted social network analysis with PD providers. Findings suggest that network factors were associated with the self-reported performance for PD providers. PD providers who have more people in their networks who were autism EBP experts, as well as more people in their networks who supported them with how to individualize their PD efforts to specific teachers or districts, had higher performance as teacher coaches. We discuss future research about how to support network development for PD providers and policy implications.
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Bachtiar, Bachtiar. "The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice." EDUVELOP 3, no. 2 (March 21, 2020): 131–44. http://dx.doi.org/10.31605/eduvelop.v3i2.624.
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Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.
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Bonsor Kurki, Sarah Elizabeth. "Investigating Adolescent Critical Literacy Engagement." Language and Literacy 17, no. 3 (June 8, 2015): 13. http://dx.doi.org/10.20360/g2jc7w.
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In this paper the author considers adolescents’ important texts and how they are adopting a critical literacy approach towards them. Qualitative data are presented that demonstrate how critically minded these adolescents are when engaging with texts. The author suggests approaches teachers can take to enhance the relationship between literacy curriculum and teenagers’ text-based interests. A tool for evaluating adolescents’ approach to texts is presented to assist teachers so they can move their students beyond evaluative thinking into a transformative position. This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and curriculum.
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., Sasmoko, Yasinta Indrianti, Aqeel Khan, and Nor Fadila Amin. "An Evidence-based Model of Teacher Engagement in Indonesia: Indonesian Teacher Engagement Index (ITEI)." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 297. http://dx.doi.org/10.14419/ijet.v7i3.30.18265.
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Educational transformation can occur when teachers are directly involved in seeking change through self-diagnostic measurements to have a clear picture of Indonesian teachers’ capacity as a teacher, professional and Indonesian character educator. The instrument discussed in this research is the Indonesian Teacher Engagement Index (ITEI). This research is the result of the literature review to produce the ITEI model. The research used Neuroresearch method with an exploratory stage through journal study and focus group discussion. The result of the research found that there is a teacher engagement model that is suitable for the characteristics of teachers in Indonesia.
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Belay, Sintayehu, Solomon Melese, and Amera Seifu. "Elevating Teachers’ Professional Capital: Effects of Teachers’ Engagement in Professional Learning and Job Satisfaction, Awi District, Ethiopia." SAGE Open 12, no. 2 (April 2022): 215824402210945. http://dx.doi.org/10.1177/21582440221094592.
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This study examined the contribution of teachers’ engagement in collaborative professional learning, engagement in individualized professional learning, and job satisfaction to their professional capital development using structural equation modeling. The study tested three hypotheses: teachers’ level of engagement in collaborative professional learning and development activities has a significant contribution to their professional capital development, teachers’ level of engagement in individualized professional learning and development activities would have a significant contribution to their professional capital development and teachers’ job satisfaction has a significant effect on their professional capital development. The sample consisted of 379 teachers randomly selected from Awi district primary schools, Ethiopia. Data were collected using 25 items. Cronbach’s alpha (α) coefficients for internal consistency ranged from .806 to .919. Composite reliability, convergent validity, and discriminant validity of latent variables were established using CFA. The measurement model and structural model showed a good fit based on established criteria. Findings showed a significant effect of teachers’ engagement in collaborative learning, engagement in individualized learning, and job satisfaction on their professional capital development. These independent variables accounted for 68.3% variance in professional capital development, thereby indicating 31.7% unexplained variance. In conclusion, the study highlighted the importance of teacher-level factors to boost professional capital in the teaching profession.