International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 32/35
348 items
311
The article examines how collegial interaction around National Board Certification influenced teachers' professional development. Data was acquired by qualitative interviews and analyzed using the comparative method. Findings reveal professional development was influenced by reflection on teaching practice, the establishment of a professional discourse community, raising standards for teaching performance and facilitating collaboration.
Published: 2007
Updated: May. 18, 2008
312
The study aims to clarify the Fachdidaktik tradition, and proposes a new model for pedagogical content knowledge. The model offers an integrative approach to the study of content knowledge for science teachers.
Published: 2007
Updated: May. 12, 2008
313
The article reports on the conceptualization of teacher success in Hong Kong. Personal attributes and professional qualities are combined in order to describe the successful teacher. The aim of the study was to draw attention to a broad perspective of teacher characteristics, rather than focusing merely on professional attributes
Published: 2008
Updated: Apr. 30, 2008
314
The authors of the article call for increased awareness about child abuse and neglect. Folowinmg a qualitative study of eight teachers and utilizing Grossman's The Making of a teacher: Teacher knowledge and teacher education, findings revealed in the absence of education regarding child abuse and neglect, early childhood teachers implemented knowledge in resourceful ways, adapting early childhood knowledge with personal and professional resources. The study revealed the need for more formal teacher education on this topic.
Published: 2008
Updated: Apr. 08, 2008
315
The article explores the impact of the No Child Left Behind (NCLB) Act on US schools. The findings suggest that California has a well-qualified teacher workforce that is equitably distributed across the state. Other findings suggest that student background factors other than teacher quality are the key determinants of school success. Those findings bring into question to what extent teachers need to improve their subject skills, so that they may help close the achievement gap in California schools.
Published: 2008
Updated: Apr. 08, 2008
316
The article describes a model for skills instruction and implementation of scientific communication. The modular model offers explicit instructions, content integration, contextual practice, and performance tasks. The study explored how science teachers implemented the model for two years. Results sow that teachers customized the program and experienced
Published: 2008
Updated: Apr. 08, 2008
317
The article surveys the history of drug education. The study offers a comparison of the current approach and past 'vice' issues in the history of public schools, such as sex education and temperance education. The author challenges the question of knowledge definition and production as it relates to psychoactive substances.
Published: 2008
Updated: Mar. 31, 2008
318
The article explores on-the-job professional development programs. The authors suggest that the higher the control teachers have over professional development, student learning and resemblance to typical teaching culture in classrooms, the more beneficial the programs are for teachers. The authors also discuss the factors affecting teachers' satisfaction with instructional programs.
Published: 2008
Updated: Mar. 31, 2008
319
The article examines the use of video as a tool for fostering discussions about teaching and learning. The study was conducted during a 2-year mathematics professional development program, based on the Problem-Solving Cycle model and relied on videos from the teachers' classrooms.
Published: 2008
Updated: Mar. 31, 2008
320
A study was conducted on the 'minority world' trend in teacher in-service, which tries to develop experts who can assist other teachers raise student achievement. The program was based on teacher knowledge production, but findings revealed that training the teachers negated their prior knowledge, experience and practices. The authors argue that teachers need critical reflection, time to share with other teachers, and a flow of knowledge in all directions.
Published: 2008
Updated: Mar. 31, 2008