International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 23/35
348 items
221
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.
Published: 2009
Updated: Dec. 16, 2009
222
In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves.
Published: 2009
Updated: Dec. 09, 2009
223
This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies.
Published: 2009
Updated: Dec. 09, 2009
224
This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest.
Published: 2009
Updated: Dec. 09, 2009
225
Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether the authors can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice.
Published: 2009
Updated: Dec. 09, 2009
226
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Published: 2009
Updated: Dec. 02, 2009
227
This article discusses issues surrounding the status of special education teaching as a profession. First, the authors consider what makes an occupation a profession and examine the range of views of professions in American society. Second, the authors describe the evolution and developmental history of three established professions: medicine, law, and engineering. The authors then consider the developmental status of special education in relation to the histories of these three established professions. They conclude with a discussion of actions that will be necessary if special education teaching is to achieve the status of a profession.
Published: 2009
Updated: Nov. 23, 2009
228
A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers.Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase.
Published: 2009
Updated: Nov. 11, 2009
229
The purpose of this article is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research to support leaders’ understanding of facilitation of mathematics professional development: sociomathematical norms and practices for orchestrating productive discussion. They describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. 24 NW leaders and 12 SW leaders participated in the seminars developed by the authors.
Published: 2009
Updated: Nov. 04, 2009
230
This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This is a case study of a curriculum-based design built from feedback of preservice teachers over a three-semester period and the development of modules based on an analysis of curricular syllabi from teacher preparation courses. Third semester interns perceived a higher degree of preparation in using parent involvement strategies. This curriculum infusion was effective in increasing preservice teacher knowledge. It was also effective in raising course instructors’ level of awareness about the importance and necessity of parent involvement in student learning.
Published: 2009
Updated: Oct. 26, 2009