Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Administration and Supervision (3)
- Educational Assessment, Evaluation, and Research (2)
- Educational Methods (2)
- Elementary Education and Teaching (2)
- Other Teacher Education and Professional Development (2)
-
- Secondary Education and Teaching (2)
- Curriculum and Instruction (1)
- Educational Leadership (1)
- Elementary and Middle and Secondary Education Administration (1)
- Higher Education Administration (1)
- Higher Education and Teaching (1)
- Instructional Media Design (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Other Educational Administration and Supervision (1)
- Psychology (1)
- Science and Mathematics Education (1)
- Social and Behavioral Sciences (1)
- Institution
- Publication
- Publication Type
Articles 1 - 10 of 10
Full-Text Articles in Teacher Education and Professional Development
Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Comparative and International Education / Éducation Comparée et Internationale
This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT …
‘Follow’ Me: Networked Professional Learning For Teachers, Kathryn Holmes, Greg Preston, Kylie Shaw, Rachel Buchanan
‘Follow’ Me: Networked Professional Learning For Teachers, Kathryn Holmes, Greg Preston, Kylie Shaw, Rachel Buchanan
Australian Journal of Teacher Education
Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium . We find that Twitter primarily acts as a valuable conduit for accessing new and relevant educational resources on the internet and also as a viable means of social support for like minded educators. The cost effective nature of the microblogging platform ensures that it can act as a medium …
Examining Teachers' Perspectives On An Implementation Of Elementary Engineering Teacher Professional Development, Nikki Kim Boots
Examining Teachers' Perspectives On An Implementation Of Elementary Engineering Teacher Professional Development, Nikki Kim Boots
Open Access Dissertations
The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary …
Family-School Partnerships: Promoting Family Participation In K-3 Teacher Professional Development, Carolyn P. Edwards, Heidi Fleharty
Family-School Partnerships: Promoting Family Participation In K-3 Teacher Professional Development, Carolyn P. Edwards, Heidi Fleharty
Department of Psychology: Faculty Publications
Sixty-three teachers in a K-3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort of working with parents, may be obstacles. The purpose of the present study was to examine two years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these projects, and the quality of the parent-child interaction. It was found that the teachers implemented …
Examining Influences Of A University Writing Course On Teachers' Dispositions, Knowledge, And Literacy Practices, Cheryle Anne Dismuke
Examining Influences Of A University Writing Course On Teachers' Dispositions, Knowledge, And Literacy Practices, Cheryle Anne Dismuke
Boise State University Theses and Dissertations
Lack of progress in student writing achievement has been linked to the variability in teachers' instructional practice. This mixed-methods study examines the links between university coursework in writing instruction and the dispositions, skills, and knowledge of twelve practicing teachers, grades 1-6; six of which participated in the course and six who did not. Data from response-guided interviews, daily logs, structured classroom observations, and follow-up interviews have been analyzed, compared, and integrated. Analyses found significant differences between groups for instruction in the writing processes, self-regulation skills, use of social interaction, and writing in multiple genres across the curriculum. Further analysis found …
Exploring Teacher Professional Development Through The Lens Of Complexity Theory: The Technology Together Story, Renata Phelps, Anne Graham
Exploring Teacher Professional Development Through The Lens Of Complexity Theory: The Technology Together Story, Renata Phelps, Anne Graham
Professor Anne Graham
Facilitating teacher professional development in complex and dynamic school environments continues to be a challenge for school leaders. This is particularly the case in the area of information and communication technology (ICT) integration, where a constant and rapid rate of change, expanding pedagogical possibilities, and the influence of individual teachers’ values, attitudes, beliefs and skills mean that simplistic approaches to teacher learning are unlikely to be successful. This chapter explores the potential of Complexity Theory, including notions of causality, self-organised adaptation, sensitivity to initial conditions, bifurcation and redundancy, for understanding teacher professional learning. Issues of collaboration, reflection, management and policy …
What Happened To The National Statement For The Teaching Profession?, Lawrence C. Ingvarson
What Happened To The National Statement For The Teaching Profession?, Lawrence C. Ingvarson
Dr Lawrence Ingvarson (Consultant)
In 2003, 15 teacher associations put together a National Statement from the Teaching Profession on Teacher Standards, Quality and Professionalism. It recommended that A nationally coordinated, rigorous and consistent system should be established to provide recognition to teachers who demonstrate advanced standards . . . The enterprise bargaining process between employers and unions will be an important mechanism for providing recognition for professional certification. All employing authorities should be encouraged to provide recognition and support for professional certification as the process comes to demonstrate its credibility and its effects on professional learning. (p. 4) The Statement was the culmination of …
Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen
Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen
Institute for Educational Development, Karachi
No abstract provided.
Mobile Teaching And Learning In The Classroom And Online: Case Studies In K-12, Michael M. Grant, Michael K. Barbour
Mobile Teaching And Learning In The Classroom And Online: Case Studies In K-12, Michael M. Grant, Michael K. Barbour
Education Faculty Publications
In this chapter, we describe two projects to integrate mobile teaching and learning into K-12 schooling. First, we consider the rationale for increased use of mobile devices with today’s students, and we describe a professional development program to deploy iPads to classroom teachers. Next, we discuss the growth of K-12 online learning, and we describe a project for students enrolled in an online Advanced Placement course was delivered through a mobile learning content management system. Lastly, we discuss some of the lessons learned from these pilot projects and some of the promise and challenges of mobile teaching and learning.
Teachers’ Perceptions Of Their Values, Sources Of The Values, And Its Influence On Student Personality Development: A Case Study From Pakistan, Sharifullah Baig, Zeenat Shah
Teachers’ Perceptions Of Their Values, Sources Of The Values, And Its Influence On Student Personality Development: A Case Study From Pakistan, Sharifullah Baig, Zeenat Shah
Professional Development Centre, Gilgit
This study explores the perceptions and level of awareness of teachers’ personal values and their influence on the valuation processes of their students in the specific social and cultural context of Pakistan. Within the qualitative paradigm, this study employed the deeplystructured, self-reflection process involving six teachers from three different school sites. The research participants highlighted the morality and ethics, role-modeling, affection and empathy, nation-building, and professional competency as their articulated values. Among these values, almost all of the participants regarded morality and ethics as the most prominent of the teachers. Alternatively, the more experienced teachers in this study were more …