International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 34/35
348 items
331
In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Published: 2007
Updated: Feb. 17, 2008
332
A qualitative study of online learning methods for elementary science preservice teachers was conducted with the aim of exploring a 'using yourself as a learning laboratory.' The teaching method was found to reduce student resistance to learning and teaching through inquiry.
Published: 2007
Updated: Feb. 17, 2008
333
The article describes how language is the gatekeeper in science-learning, and in teaching science to English language learners. The uses of English revealed the dynamics of the cultural powers of language and the culture of power of science among race, ethnicity, gender and class dimensions for teachers.
Published: 2007
Updated: Feb. 17, 2008
334
Results of a study on secondary school teaches' professional identities and emotional experiences are discussed in the article. The qualitative study describes the lives and experiences of three teachers and exhibits the different dimensions of the caring behavior the teachers reflect professionally, and philosophically.
Published: 2008
Updated: Feb. 10, 2008
335
A review of the impact of professional learning communities (PLCs) on teaching practices and student learning was the subject of ten American studies and one English study. Collective results of the studies suggested that well developed PLCs have positive impact on both teaching practice and student achievement.
Published: 2008
Updated: Feb. 05, 2008
336
The article describes an action research study aimed at reflecting about teaching practices and establishing better connections and interdisciplinary relationships between teacher education courses. The study recommended greater use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for learning and collaboration beyond classroom activities.
Published: 2008
Updated: Feb. 05, 2008
337
A study of 542 Slovene teachers examined grammar and elementary school teachers' perceptions of cooperating learning and how they assess the value of group learning in comparison to individual learning. Findings indicate that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when grouped according to seniority, teachers expressed differences in their assessment methods of group learning.
Published: 2008
Updated: Feb. 05, 2008
338
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Published: 2007
Updated: Feb. 03, 2008
339
The potential use of the multimedia case as a tool for professional development is examined in a study that focused primarily on issues of classroom implementation of the tasks shown in the multimedia case. The analysis consisted of face-to-face interactions among preservice teachers, inservice teachers, mathematicians and mathematics teacher educators. The variety of backgrounds and experience was thought to enrich discussions of mathematics, teaching and learning.
Published: 2007
Updated: Jan. 28, 2008
340
Research scientists guided middle school science teachers through a problem solving experience. Data on the impact of the experience on the teachers was collected through interviews, surveys and classroom observation. Findings show that the experience was positive, but teachers were concerned about their lack of understanding of the scientists' vocabulary.
Published: 2007
Updated: Jan. 28, 2008