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Social Constructivist Mentoring Program To Support Teacher Professional Development: An Action Research Approach, Kurniawan Yudhi Nugroho, Choiril Anwar, Hartono Hartono
Social Constructivist Mentoring Program To Support Teacher Professional Development: An Action Research Approach, Kurniawan Yudhi Nugroho, Choiril Anwar, Hartono Hartono
The Qualitative Report
Despite the presence of various TPD initiatives from governmental and non-governmental organizations, English teachers in the private universities in Indonesia continue to encounter challenges in accessing TPD programs, that fit their specific needs. This study explored the implementation of a social constructivist mentoring program to support the professional development of seven teachers teaching English academic writing. Using an action research approach, this mentoring emphasized collaborative inquiry, reflective practice, and continuous improvement. We opted for a qualitative approach to gain a deeper understanding and exploration of the learning process within the program. Data were collected from multiple resources such as interviews, …
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
The Qualitative Report
Do changes in perspectives on teaching and learning that teachers experience in a professional development (PD) program persist over time? How might they evolve? In this article the author first summarizes the results of her original two-year qualitative study of Quebec CEGEP (college) teachers’ perspectives on teaching and learning within a PD program. She then describes the results of a follow-up qualitative study that she conducted with the same teachers five years later. Teacher interviews were coded using the constant comparative method (Maykut & Morehouse, 1994). Three major conceptual themes emerged: teachers reported engaging (outside of teaching), innovating (within teaching) …