College of DuPage Teaching and Learning Center: A comprehensive professional development program

10.1002/cc.91 ◽  
2002 ◽  
Vol 2002 (120) ◽  
pp. 67-74 ◽  
Author(s):  
Karen T. Troller
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Center

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

scholarly journals The Master Teacher Program: Professional Development for College Teachers

2009 ◽  
Vol 2 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Susan Kerwin-Boudreau
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Master Teacher ◽  
College Teachers ◽  
Structured Interviews ◽  
Learner Centered ◽  
Teachers Perspectives

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

scholarly journals Stimulating Understanding of Properties of Quadrilaterals Using Van Hiele’s Model: A Lesson Study

2021 ◽  
Vol 2 (1) ◽  
pp. 21-25
Author(s):  
ARIANNE BORBORAN ◽  
Mariel Africa ◽  
Mary-Ann Guilleno ◽  
Anne Jeannette C. Pamplona ◽  
Jennifer Torrefranca ◽  
...  
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Research Topic ◽  
Professional Development Program ◽  
Continuous Integration ◽  
Hands On ◽  
Teaching And Learning Quality

This paper explores Van Hiele’s Model's use in planning the tasks to identify the properties of quadrilaterals. Lesson study, a professional development program that enables teachers to collaborate to improve teaching and learning quality, was utilized to get necessary data needed for the study. The authors aimed to see to what extent Van Hiele’s Model affects the students’ engagement and development of knowledge in the learning of the research topic. Some observations during the research lesson were as follows: 1) retention of prior knowledge on quadrilaterals was little to non-evident to the students 2) most students still use jargons in order to describe the properties of quadrilaterals and 3) most students were not able to showcase skills in measuring lengths and angles in identifying properties of the quadrilaterals. Given these observations, the following recommendations were as follows: 1) continuous integration and use of mathematical tools such as ruler and protractor in teaching different concepts and processes in Mathematics 2) identifying the level of the learners’ readiness based on the Van Hiele’s model to provide appropriate examples and activities in the context of the students 3) providing hands-on activities such as geometric construction and measuring activities that would enhance students’ capabilities in reasoning and proving. Lesson study served as a powerful tool to reflect on the researchers' processes and activities in conducting the study.

scholarly journals Resources of Jewish Culture: A Case Study of Two Talmud Teachers

Religions ◽  
2018 ◽  
Vol 9 (7) ◽  
pp. 221
Author(s):  
Ziva Hassenfeld
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
Teaching And Learning ◽  
Development Program ◽  
Jewish Studies ◽  
Constructivist Learning ◽  
Professional Development Program ◽  
Jewish Culture ◽  
Learning Practices

This article offers a conceptual framework for understanding the diversity of pedagogies found in Talmud classrooms. It looks at how two different Orthodox Talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. The case study presented in this article helps to illuminate Lev Vygotsky’s theory of learning. Ultimately, this article argues that whether Jewish studies teachers are open or resistant to constructivist learning practices depends less on their particular theory of teaching and learning than on their understanding of Jewish culture.

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