Education Commons^™

Blogs, Webinars And Significant Learning: A Case Report On A Teacher Training Program For College Teachers, Rodrigo Polanco-Bueno

Higher Learning Research Communications

This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the …

Influence Of Pre-Service Teacher Instrumental Background Upon Effectiveness Of Teaching Episodes In Secondary Instrument Classes, David W. Snyder

David W. Snyder

No abstract provided.

Educators Learning Together: Promoting Meaningful And Motivating Professional Development In Christian Schools, Joshua E. Bowar

Master of Education Program Theses

Each year, nearly all teachers in the United States participate in some form of professional development (Andree, Chung Wei, & Darling-Hammond, 2009). Much research is available outlining best practices related to professional development in an effort to provide teachers with a positive learning experience so that they can use their expertise and acquired knowledge and skills to ensure that students learn. Schools are not implementing these best practices. As a result, many teachers express a sense of dread when they think about entering a professional development session. There are several reasons for this sense of dread, but there are also …

Formative Evaluation Of Three Lds Videos On Teaching Improvement, Danielle Jorgensen Macfarlane

Theses and Dissertations

The Sunday School General Presidency of the Church of Jesus Christ of Latter-day Saints launched a new effort in 2010 to improve gospel learning and teaching by producing a series of short video vignettes illustrating teaching principles. This formative evaluation was conducted during the development process to determine how teachers and leaders in the Church might use these videos and the degree to which they feel the videos might be useful in improving their own teaching. Results show that in general the vignettes were well received. The majority of participants rated the videos as relevant to their needs—noting specific successes …

Transitioning From Student To Teacher In The Master-Apprentice Model Of Piano Pedagogy: An Exploratory Study Of Challenges, Solutions, Resources, Reflections, And Suggestions For The Future, Melissa Maccarelli Slawsky

USF Tampa Graduate Theses and Dissertations

While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course …

How To Teach The Art Of “Doing” Research: Lessons Learnt From Teacher Education Program In Pakistan, Nilofar Vazir, Rashida Qureshi

Book Chapters / Conference Papers

No abstract provided.

Teaching Future Teachers: A Model Workshop For Doctoral Education, Julia Pryce

Julia Pryce