Search results

1 – 10 of over 32000
To view the access options for this content please click here
Book part
Publication date: 4 October 2012

Mary Barbara Trube, Bonnie L. Prince and Renée A. Middleton

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and…

Abstract

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and organizational capacity building. This chapter highlights the work of this collaborative partnership among five teacher preparation programs in Appalachian Ohio that responds to regional contexts in planning and delivering professional development. Individuals from representative public and private institutions of higher education, state and local educational agencies, and school districts engage in action planning to improve teacher preparation, professional development, and mentoring processes for educators. This is accomplished through recruitment, retention, identification, support, promotion, encouragement, and involvement in a variety of SEOTDC initiatives. Professional development to build educator capacities is considered in terms of people and their contributions, the synergies that are created during the process of collaboration, and organizational arrangements that are designed to support renewal, reform, and personal and interpersonal development. After setting the context within which SEOTDC operates, the chapter identifies concerns, solutions, and outcomes related to four collaborative initiatives.

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Keywords

To view the access options for this content please click here
Book part
Publication date: 28 June 2013

Soo-Young Hong, Julia Torquati and Victoria J. Molfese

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early…

Abstract

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.

Details

Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

Keywords

To view the access options for this content please click here
Article
Publication date: 10 July 2017

Mona Holmqvist

The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics…

Abstract

Purpose

The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues.

Design/methodology/approach

The most frequently cited articles were chosen for their impact on the scientific discourse; they identify what aspects of the models are most focused and of interest. The research questions were: how is professional development described in the articles?, and what improvements are the models trying to increase or what problem are the models trying to solve? The review of these articles was also analyzed in relation to four quality indicators for praxis improvement (Holmqvist Olander, 2015): (A) ecological validation for predictive power, (B) generalization in theory, (C) cross-setting interventions, and (D) continuing professional development.

Findings

The result shows differences in focus. Educational action research focuses on solving the participants’ problem in the school environment while learning study tests different instructional designs to find the most powerful relationship between instruction and student learning. Lesson study and teacher research groups are collaborative professional development models integrated into the teachers’ ordinary work to develop everyday teaching and learning, and educational design research is mainly designed by researchers studying areas of interests, which can be shared by teachers.

Research limitations/implications

The articles used for the analysis are a selection, and not a total sample of everything published about the models. This can be both a limitation and strength. A very small sample of typical studies is used for the analysis, even though the models are used in several other situations and contexts as well, which can be seen as a limitation. However, as the selection of articles have the strongest impact on the research of each model, as they are the most cited articles and affect the way they are used. The contexts differ and this can be seen as a limitation as the models might be more efficient in some cultural settings than other.

Practical implications

Based on the articles’ findings, these five models can all be recommended to develop students’ mathematical knowledge as well as teachers’ pedagogical content knowledge. The results of this review can be used to guide what model to use depending on the need for professional development.

Social implications

Organisation for Economic Co-operation and Development (2015) and Hattie (2013) state that effective professional development is positioned as close to practice as possible, and that research questions should be raised and outcomes tested in teachers’ workplaces as a form of collaborative professional development. There is a contradiction between such claims and how we traditionally value research. Collaboration with teachers in research projects can, as well as aiming to have an impact on practice, sometimes be considered to be less scientific than a more objective standpoint that follows traditional indicators of scientific quality. This review shows how professional development can inform practice-based research and contribute with new knowledge of how to develop teaching and learning in the classroom.

Originality/value

The overview is different from an ordinary research review, as the focus is on the most cited articles. This is made to capture the main shape of how the models are presented in an international research context as the articles have an impact of how the models are understood and shared between contexts in different countries.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

To view the access options for this content please click here
Article
Publication date: 25 January 2019

Nikolaos Koukis and Athanassios Jimoyiannis

This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in…

Abstract

Purpose

This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.

Design/methodology/approach

The design framework of the particular teacher professional development MOOC was determined by the connectivist principles and addressed three main dimensions of teachers’ active participation: a) individual engagement; b) peer interaction and mutual support; and c) collaborative creation of educational scenarios and artefacts. The analysis used a mixed method that combines data from teachers’ active engagement through the MOOC platform records and quantitative and qualitative data from their responses to a post-survey questionnaire.

Findings

The analysis of the research data provided supportive evidence that the design framework was effective towards promoting teachers’ active engagement, peer interaction and support and development of learning design abilities to integrate collaborative writing with GDs in their classrooms. The findings showed that the majority of participants conceptualized this MOOC as an efficient environment to enhance their pedagogical knowledge and classroom practices and to support continuous professional development.

Research limitations/implications

The findings of this study may be limited by the specific sample and the context of implementation. Future research is expected to critically analyse existing results in combination with qualitative data from detailed interviews of participants in this teacher professional development MOOC.

Practical implications

The results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom; b) defining concrete learning objectives of the course; c) promoting teachers’ collaborative learning; and d) creating a learning community among peers.

Originality/value

This paper presents a systematic analysis of teachers’ engagement in a teacher professional development MOOC, designed to support collaborative and self-directed learning. The results are expected to be significant and valuable for wider educational contexts, as MOOCs for teacher professional development is a new, ambitious topic for both research and educational policies.

Details

Interactive Technology and Smart Education, vol. 16 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

To view the access options for this content please click here
Book part
Publication date: 26 October 2015

Motoko Akiba

Global focus on reforming teachers has resulted in the inclusion of multiple survey questions about teachersprofessional learning activities in large-scale international…

Abstract

Global focus on reforming teachers has resulted in the inclusion of multiple survey questions about teachersprofessional learning activities in large-scale international studies. A cross-national analysis of these survey data will likely enhance our understanding and inform the future direction regarding teacher professional development policy and practice. Yet we do not know whether these surveys measure the key features and their contextual factors of teachersprofessional learning activities to allow a systematic cross-national analysis. Based on international and U.S. literature, I develop a conceptual model of teachersprofessional learning activities in global context and analyze relevant survey items used in three major international studies – TIMSS, PIRLS, and TALIS. I conclude the chapter with a discussion of the coverage of these survey items and a direction for improving data collections of teachersprofessional learning activities in large-scale international studies.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

To view the access options for this content please click here
Book part
Publication date: 24 June 2013

Beatrice Avalos

A review of publications in teaching and teacher education over 10 years (2000–2010) on teacher professional development is the subject of this chapter. The first part…

Abstract

A review of publications in teaching and teacher education over 10 years (2000–2010) on teacher professional development is the subject of this chapter. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part selects from the production nine articles for closer examination. The chapter concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognizance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

To view the access options for this content please click here
Article
Publication date: 16 January 2017

Rebecca Lowenhaupt and Todd D. Reeves

Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for

Abstract

Purpose

Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs).

Design/methodology/approach

Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning.

Findings

Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically.

Research limitations/implications

Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise.

Originality/value

Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.

Details

Journal of Professional Capital and Community, vol. 2 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

To view the access options for this content please click here
Book part
Publication date: 25 April 2017

Vicki Ross, Shannon Guerrero and Elissa Fenton

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and…

Abstract

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

To view the access options for this content please click here
Article
Publication date: 4 September 2017

Daphnee Hui Lin Lee and Chi Shing Chiu

The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher

Downloads
1414

Abstract

Purpose

The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement.

Design/methodology/approach

The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites.

Findings

First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted.

Originality/value

While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

Details

Journal of Educational Administration, vol. 55 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Book part
Publication date: 22 August 2014

C. Engel Laura, Reich Michaela and Vilela Adriana

Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education…

Abstract

Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and professional development in Latin America and the Caribbean. We examine how multilateral education policy circulation and regional horizontal cooperation has guided these education policy developments. The chapter is organized into three parts. It first provides a discussion of educational multilateralism and new forms of horizontal cooperation, as it relates to educational development efforts. We argue that these new forms of multilateralism and horizontal cooperation guide the development of policies that seek to enhance both educational equity and quality education, particularly through advancing teacher education and professional development. The second section explores several recent education policy trends that relate to teacher education and professional development in Latin America and the Caribbean, and the challenges that Ministries of Education face when designing and implementing programs of teacher education and professional development. Lastly, the chapter examines the role of regional organizations in promoting new forms of regional horizontal cooperation specific to teacher education and professional development, focusing on the example of Organization of American States’ (OAS) Inter-American Teacher Education Network (ITEN).

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

1 – 10 of over 32000