International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 27/35
348 items
261
This study examines mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significantfeatures of classroom interactions, as they participate in a video club.The results suggest that professional vision is a productive lens for investigating teacher learning via video.
Published: 2009
Updated: Mar. 23, 2009
262
The paper describes the theoretical framework, research base, structure, and content of a video-based professional development program. This program was implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools.First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Changes that were made to the program to address teachers’ needs in the 2nd year are then described.
Published: 2009
Updated: Mar. 23, 2009
263
Video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this article, the authors compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.
Published: 2009
Updated: Mar. 23, 2009
264
The purpose of the study is to explore the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology.
Published: 2009
Updated: Mar. 16, 2009
265
This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment. Such an environment emphasizes collaboration among learners for the coconstruction of knowledge. The goal of this case study is to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.
Published: 2009
Updated: Mar. 16, 2009
266
This study links professional development through teacher practices to investigate their separate and combined effects on student achievement. The study uses students nested within teachers. The results indicate that professional development has moderate effects on teacher practice. There are also very small but sometimes significant effects on student achievement when the effects of professional development are mediated by teacher practice.
Published: 2009
Updated: Mar. 16, 2009
267
In this paper, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry. This approach is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes.
Published: 2008
Updated: Mar. 09, 2009
268
In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were examined. The data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5 administrators from 5 community-based child care centers in New Jersey. The results indicated that the teachers preferred enhanced or advanced professional development on subjects in which they already possessed an adequate level of knowledge and experience.
Published: 2008
Updated: Feb. 11, 2009
269
The authors examined the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? The authors suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.
Published: 2008
Updated: Feb. 04, 2009
270
This article describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests.
Published: 2008
Updated: Feb. 04, 2009