Education Commons^™

Reframing Steam Pd, Tiffiny Jackson

The STEAM Journal

The reflection addresses the important changes in approach to professional learning experiences in STEAM.

Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins

New England Journal of Public Policy

This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.

An Introduction To The Standards For Preparation And Professional Development For Teachers Of Engineering, Jackson E. Reimers, Cheryl L. Farmer, Stacy S. Klein-Gardner

Journal of Pre-College Engineering Education Research (J-PEER)

The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for similar research into the nature of effective professional development for teachers of engineering. With this in mind, this paper completes a review of the literature concerning effective professional development for teachers of engineering, both as a unique discipline and as a context for teaching and learning in other subjects. The results of …

Professional Learning Of Teachers In Ethiopia: Challenges And Implications For Reform, Fekede Tuli Gemeda, Päivi Tynjälä Professor

Australian Journal of Teacher Education

Abstract

Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers’ professional development in Ethiopian schools. Data was collected via interviews and focus group discussions from 37 purposively sampled participants. The study reveals three major challenges in teachers’ development: 1) conceptions and conceptual issues related to teaching, professional development and mentoring, 2) management and leadership, and 3) teachers’ work conditions. The need to reconsider educational change management strategies, reform teacher …

Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou

Australian Journal of Teacher Education

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …

Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.