International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 26/35
348 items
251
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Published: 2009
Updated: May. 14, 2009
252
In this study, the author examines the outcomes of the use of a project-based online Professional development (PD) approach with in-service teachers of K-12 students with disabilities. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers' PD.
Published: 2009
Updated: May. 13, 2009
253
This study examined the experiences of 18 specialist primary and secondary teachers in the Teachers’ International Professional Development Program who visited schools in the USA as they set about establishing collaborative projects with their hosts. The focus was on the potential of such collaboration to engender professional development outcomes and to examine the circumstances enabling or impeding success. A surprising finding was the small number of teachers who managed to start a collaborative project.
Published: 2008
Updated: May. 04, 2009
254
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Published: 2008
Updated: Apr. 22, 2009
255
This is a longitudinal, mixed methods study. It presents a thorough examination of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change.
Published: 2009
Updated: Apr. 06, 2009
256
The study empirically assessed one community's efforts to close the literacy's gap between its advantaged and disadvantaged children. Over a 3-year period, a grassroots venture consisting of business, university and public school personnel provided teachers in 22 California state preschool classrooms with a literacy-rich curriculum. They also provided the teachers with weekly support from a literacy coach and professional development on early literacy acquisition and instruction.
Published: 2009
Updated: Apr. 06, 2009
257
Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development
This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development. The study used Engeström's (1987) approach of four levels of inner contradictions in activity systems analysis.
Published: 2009
Updated: Apr. 01, 2009
258
This research investigates the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. The authors use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England.
Published: 2009
Updated: Apr. 01, 2009
259
This article develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development.
Published: 2009
Updated: Mar. 30, 2009
260
The paper highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research. This research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The authors highlight two areas that should serve as the nucleus of future research ventures: (a) research questions that address understudied areas and (b) design and methodological strategies for studying these questions.
Published: 2009
Updated: Mar. 23, 2009