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Elementary Education and Teaching Commons™
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Full-Text Articles in Elementary Education and Teaching
Teacher Perceptions Of Self-Efficacy Before And After Engaging In Hevruta Or Psychodrama-Based Online Workshops, Merav Berger
Teacher Perceptions Of Self-Efficacy Before And After Engaging In Hevruta Or Psychodrama-Based Online Workshops, Merav Berger
Expressive Therapies Dissertations
Teacher self-efficacy is a construct that continues to be extensively researched. With the onset of the Coronavirus pandemic, the learning environment has shifted dramatically and has had an impact on Jewish educators’ sense of efficacy. This study examined the pre- and post-test scores for self-efficacy of Jewish educators who engaged in either an online psychodrama-based professional development workshop, a hevruta-based workshop, or an integrated session using both psychodrama and hevruta study. The participants were 28 Jewish educators from around the United States who were split into one of six groups. Two psychodrama-based groups and two integrated groups met online for …
A Qualitative Case Study Of The Influence Of Student Presence In Teacher Professional Development, Katharine Roche
A Qualitative Case Study Of The Influence Of Student Presence In Teacher Professional Development, Katharine Roche
Electronic Theses and Dissertations
Although research exists on many of the various types of teacher professional development, it lacks in the area of teacher professional development in the presence of students (Durbin, 2018; Margolis et al., 2016). This exploratory case study of a suburban school district in southeast United States will contribute to the field by examining teacher and teacher leader perception of professional development in the presence of students. According to Margolis et al. (2016), teaching or learning changes cannot occur without simultaneous adjustments in the structure and culture of teacher professional development. Schools must adjust teacher professional development to better support teachers …
Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli
Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli
Doctoral Dissertations
Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques …