International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 21/35
348 items
201
The current research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential.The article elaborates the pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society.
Published: 2010
Updated: Aug. 01, 2010
202
Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.
Published: 2010
Updated: Jun. 29, 2010
203
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Published: 2008
Updated: May. 30, 2010
204
This case study examined the evolving stages of a collective learning-from-success process at one comprehensive (middle and secondary) public school that participated in a national program aiming to foster ongoing collective professional learning. Data revealed that this collective process moved through three distinct stages: invitation and framework building; collective inquiry into colleagues’ professional successes; and experimentation and dissemination. This study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality.
Published: 2010
Updated: May. 25, 2010
205
To understand how interactions with colleagues support teachers’ informal learning, the author examined teachers’ collegial conversations in a highly collaborative teacher community. By highlighting the work that teachers do to make sense of innovative practices, this analysis provides a description of how collegial conversations can support teachers’ informal learning, supporting the development of professional communities.
Published: 2010
Updated: May. 25, 2010
206
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.
Published: 2010
Updated: May. 09, 2010
207
This study examines the relationship between teacher knowledge and student learning in the area of mathematics. The authors used an innovative approach to assessing teacher knowledge. This approach is based on teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers’ own students’ learning (from pre- to posttest).
Published: 2010
Updated: Apr. 27, 2010
208
The purpose of the present study is to suggest a structure of one-to-one mentoring based on the transformative learning theory in order to meet professional development in ICT. In the scope of this study, in order to meet professional development in ICT in Turkey, the characteristics and the functioning of the structure of one-to-one mentoring based on the transformative learning theory are explained. Finally, the present study puts forward some suggestions regarding the application of the structure and mentions the contributions of the structure to professional development in ICT.
Published: 2010
Updated: Apr. 07, 2010
209
Parents can provide interaction that is crucial to student learning. A one-year funded project focused on: (1) helping teachers involve parents in the literacy achievement of their children; (2) developing responsible, effective, technologically enhanced partnerships between teachers and parents; and (3) providing a model for professional development in home/school literacy connections. This article explains the guidelines for teacher educators to promote successful professional development in home/school engagement.
Published: 2009
Updated: Jan. 31, 2010
210
The aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools consider to be important for their professional performance and which they use in their everyday teaching. Furthermore, the study examines to what extent the teachers' university training prepared them for their practicing professional development. The proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practicing teachers.
Published: 2009
Updated: Jan. 31, 2010