International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 13/35
348 items
121
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Published: 2011
Updated: Jun. 27, 2012
122
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Published: 2011
Updated: Jun. 26, 2012
123
This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results showed that active leadership supervision directly influences the feedback utility and teachers’ professional learning.
Published: 2011
Updated: Jun. 26, 2012
124
The current study examines teachers’ attitudes toward pedagogical changes. Teachers’ attitudes toward such changes are examined at different stages of their professional development. The participants were 520 teachers in primary schools, junior high schools, and high schools. Significant differences were found between teachers at different stages of their professional development.
Published: 2011
Updated: Jun. 25, 2012
125
The primary purpose of this study is to examine whether older entrants to teaching are more likely than younger recruits to voluntarily remain in low-income schools and the teaching profession as a whole. The author found that older TFA entrants to teaching had a lower risk than did younger entrants of leaving low-income schools, the teaching profession, and broader school-based roles. The author further found that older entrants’ backgrounds differed from younger entrants. These findings suggest that older entrants to teaching may prove a promising source of teachers for low-income schools.
Published: 2012
Updated: May. 28, 2012
126
In this article, the authors examine how working conditions predict both teachers’ job satisfaction and their career plans. The authors found that measures of the school environment explain away much of the apparent relationship between teacher satisfaction and student demographic characteristics. The conditions in which teachers work matter a great deal to them and, ultimately, to their students. Teachers are more satisfied and plan to stay longer in schools that have a positive work context, independent of the school’s student demographic characteristics.
Published: 2012
Updated: May. 28, 2012
127
This research depicts different reform initiatives which were conducted in middle school at the fourth-largest urban center in the United States over the decade from 1999 to 2009. The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The participants were Nineteen educators, including several main teacher participants as well as some supporting teacher and administrators.
Published: 2012
Updated: May. 23, 2012
128
This article reports on the effectiveness of a programme designed to enhance aspects of teacher knowledge believed to contribute to successful teaching for numeracy in the middle years of schooling. Teacher profiling instruments and pupil surveys of their classes were administered at the beginning and end of the programme. This programme shows that progress can be made on pupils’ numeracy levels with a dedicated programme .
Published: 2011
Updated: May. 22, 2012
129
In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.
Published: 2011
Updated: May. 14, 2012
130
In this paper, the authors adopt a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The authors conclude that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Published: 2011
Updated: Apr. 24, 2012