International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 22/35
348 items
211
This study attempted to gain a better understanding of teachers' perceptions about their ethical dilemmas and roles. Qualitative data were collected by interviewing 32 teachers in seven schools. Results indicate a large number of dilemmas that can be sorted into five main categories. These include tensions between caring and adhering to formal codes; fair process and fair outcome; school and family agenda; autonomy and educational policy; own religious convictions and that of a colleague. The study may enhance our understanding of teachers' roles and perceptions regarding these ethical dilemmas.
Published: 2009
Updated: Jan. 31, 2010
212
The study reported on in this article is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland. The article investigates the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers.
Published: 2009
Updated: Jan. 31, 2010
213
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Published: 2009
Updated: Jan. 31, 2010
214
The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case.
Published: 2009
Updated: Jan. 12, 2010
215
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Published: 2009
Updated: Jan. 12, 2010
216
This article aims to present the construction of teacher identity as a subjective dimension of the process of teacher professionalisation, viewing it as an ecological construct. To this end, the article presents the results of research carried out during the 1990s and the early twenty-first century, in order to shed some light on the dynamics inherent to each of the levels of analysis and the interactions which are established between them. The article concludes with a discussion of the advantages of this approach for teacher training and research.
Published: 2009
Updated: Jan. 12, 2010
217
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Published: 2009
Updated: Dec. 23, 2009
218
The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration.
Published: 2009
Updated: Dec. 21, 2009
219
This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.
Published: 2009
Updated: Dec. 21, 2009
220
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Published: 2009
Updated: Dec. 16, 2009