International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 16/35
348 items
151
This study examines English teachers’ risk for attrition. Specifically, the purpose of this study was to identify variables representing teacher characteristics, teaching conditions, self-efficacy, perceived support, and salary that most influence English teachers’ risk for attrition when all other known factors are taken into consideration. The findings reveal that 5 variables emerged as statically significant predictors of secondary English teachers’ likelihood of being classified as either a low or high attrition risk: (1) Status as a Minority Teacher, (2) Teaching Experience, (3) Teacher Apathy, (4) Perceived Peer Support, and (5) Administrative Support
Published: 2010
Updated: Sep. 25, 2011
152
The current article presents case study data, drawing attention to the diverse ways in which individual schools approach teacher learning and providing a stimulus for educational leaders to reflect upon how the histories and cultures within their own schools may enable or constrain change in relation to ICT use. This article argues that a focus on the complex, nuanced, social dynamic of ICT professional learning within the whole-school context is critical in supporting change surrounding ICT integration.
Published: 2011
Updated: Sep. 14, 2011
153
The goal of this study is to highlight the successes and challenges inherent in this district’s use of the CFG model and provide the district and school leaders with feedback to inform their progress as they enter the 3rd year of implementation.Findings suggest that the CFG model can positively impact the professional development of those involved. However, without explicit attention being given to the nature of the dialogue that actually occurs within the CFGs and its relationship to the larger school improvement efforts, and teachers’ individual practice, it is difficult to affect changes in how teachers either share or enact their instructional practices.
Published: 2010
Updated: Sep. 14, 2011
154
The purpose of this article is to provide an overview of logic models and their role in the creation of PD programs and in the evaluation of outcomes. The authors provide an example of how a logic model can be used with PD programs by providing a description of its use with the Indiana Resource Center for Autism's (IRCA) School Team Training program. The authors focus on how the use of a logic model allowed the IRCA to restructure the team training program to more systematically evaluate and document the outcomes of the school team training program.
Published: 2011
Updated: Sep. 04, 2011
155
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Published: 2011
Updated: Aug. 29, 2011
156
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Published: 2010
Updated: Aug. 23, 2011
157
In this paper, the authors discuss collaborative models that hold potential for evaluating technology integration professional development (TIPD) partnerships. The authors examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships. The authors conclude that collaborative evaluations foster working relationships and shared understandings. They shift and expand the focus from the evaluation of outcomes only to the evaluation of processes and outcomes.
Published: 2010
Updated: Aug. 23, 2011
158
This article describes Lebanese teachers’ views on Continuing Professional Development (CPD). The teachers expressed their views on what constitutes effective CPD, why this is needed and how this influences their practice. Findings showed that CPD in Lebanon focuses on workshops as coordinators conjecture, but there is no follow‐up for application of what is learned. Findings also indicate a need to have more structured and systematic CPD for all teachers with a focus on action research and mentoring.
Published: 2010
Updated: Jul. 26, 2011
159
The current article reports on a small‐scale study of five cases located in one urban primary school. This study examines the views of primary school teachers in Cyprus in relation to teacher leadership. In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders.
Published: 2010
Updated: Jul. 26, 2011
160
This article reviews the existing literature on mathematics coaching. The paper focuses on coaches, their work, their preparation, the conditions needed for an effective coaching program, and the impact of coaching in US schools.
Published: 2010
Updated: Jul. 26, 2011