scholarly journals DIDACTICAL DESIGN RESEARCH BASED REFLECTION PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Vici Suciawati ◽  
Sudianto Sudianto ◽  
Mohamad Gilar Jatisunda ◽  
Iik Nurhikmayati
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Design Research ◽  
Response Analysis ◽  
Questionnaire Response ◽  
Development Activity ◽  
Educational Design ◽  
Professional Development Activity ◽  
Teacher Professional

Reflection practice is a form of teacher professional development activity that has become the focus of study, research, and discussion in several scientific forums. The practice of reflection used so far is lesson study and educational action research. Didactical design research is one form of educational design research. DDR for mathematics teachers has been widely developing in Indonesia, both at the elementary, junior high, and high school levels. This service program begins with an introduction to Didactical Design Research. Form and its characteristics of didactical design research provide through a zoom meeting, and it will continue with the creation and development of a didactic design for learning mathematics based on the problems faced by the teacher. After the participants' activities, especially teachers, based on the results of the questionnaire response analysis of knowledge and understanding related to the concept of didactical design research, then the practice of reflection based on didactical design research increases and is ready for a workshop.

Using Lesson Study in teacher professional development for domain-based moral education

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Allegra Joie Midgette ◽  
Robyn Ilten-Gee ◽  
Deborah Wong Powers ◽  
Aki Murata ◽  
Larry Nucci
Keyword(s):  
Professional Development ◽  
Moral Education ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Teacher Professional

Teachers as Researchers and Instructional Leaders

2013 ◽  
pp. 710-725
Author(s):  
Crystal Loose
Keyword(s):  
Professional Development ◽  
Language Arts ◽  
Lifelong Learning ◽  
Teacher Professional Development ◽  
Situated Learning ◽  
Lesson Study ◽  
English Language ◽  
Learning Opportunities ◽  
Instructional Leaders ◽  
Teacher Professional

Professional development is a necessity for teachers in the K-20 system. To achieve effective teaching, teachers must be engaged in learning. On the job training and professional development provide learning opportunities for professional teachers in K-20 education. To achieve the most authentic professional development, students should be part of the learning process as they are part of the instructional equation. In order to promote lifelong learning of adults, teacher training needs to arise from problems and interests found in their practice. In this chapter, the author discusses Japanese Lesson Study (JLS) as a method for teacher professional development in the area of English Language Arts with emphasis on Situated Learning Theory as a necessary emphasis for teacher learning in K-20 classrooms. Connections are made to the National Common Core Standards as teachers compete globally to prepare students for success.

scholarly journals Teacher Professional Development in Singapore: Depicting the Landscape

2015 ◽  
Vol 7 (3) ◽  
pp. 311 ◽  
Author(s):  
Alfredo BAUTISTA ◽  
Joanne WONG ◽  
Saravanan GOPINATHAN
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Career Paths ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Centers Of Excellence ◽  
Teacher Professional ◽  
Different Levels

ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.

scholarly journals Digital tools to support teacher professional development in lesson studies: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Hrastinski
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Digital Tools ◽  
Journal Articles ◽  
Content Type ◽  
Teacher Professional ◽  
Support Teacher ◽  
Practical Implications

PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.

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