scholarly journals Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

2021 ◽  
pp. 135-148
Author(s):  
Riikka Hofmann ◽  
Maria Vrikki ◽  
Maria Evagorou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Literacy Learning ◽  
Cultural Literacy ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Educational Innovations ◽  
Teacher Professional

AbstractEffective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

scholarly journals Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Alireza Ahadi ◽  
Matt Bower ◽  
Abhay Singh ◽  
Michael Garrett
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Background Information ◽  
Evaluation Approach ◽  
Online Mode ◽  
Evaluation Models ◽  
Teacher Professional ◽  
Workshop Evaluation

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

scholarly journals Professional Learning in a Digital Age / L’apprentissage professionnel à l’ère numérique

2012 ◽  
Vol 38 (2) ◽  
Author(s):  
Charmaine Brooks ◽  
Susan Gibson
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Educational Leaders ◽  
Digital Age ◽  
Teaching Profession ◽  
Formation Professionnelle ◽  
De Re ◽  
Teacher Professional ◽  
Online Teacher

While professional development (PD) has always been central to the teaching profession, increasingly traditional models of PD are out of step with contemporary ways of learning. Commiserate with the literature, we see the field moving along a continuum which reflects changes in what, how and when teachers learn. Following a brief sketch of the online teacher professional development (oTPD) field, we identify important considerations of emerging models of technology-mediated professional learning (TMPL). We posit the catalyst for the transformation of education, as envisioned by countless educational leaders, may lie in reimaging professional development as professional learning in a networked age. Alors que le perfectionnement professionnel (« PP ») a toujours été au cœur de la profession d’enseignant, les modèles traditionnels de PP sont de plus en plus décalés par rapport aux méthodes contemporaines d’apprentissage. Nous voyons ce domaine progresser dans un continuum qui reflète les changements dans ce que les enseignants apprennent, dans la façon et le moment où ils l’apprennent, et cette progression correspond à la littérature. Après un survol du domaine du perfectionnement professionnel en ligne pour les enseignants, nous cernons des considérations importantes sur les modèles émergents de la formation professionnelle assistée par ordinateur. Nous postulons que le catalyseur de la transformation de l’éducation, comme conçue par d’innombrables chefs de file de la pédagogie, pourrait être de ré-imaginer le perfectionnement professionnel comme une formation professionnelle à l’ère des réseaux.

scholarly journals Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

2021 ◽  
pp. 9-16
Author(s):  
Amani Abisai Lyanga
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Training ◽  
Teacher Practice ◽  
Educational Achievement ◽  
Effective Teacher ◽  
Related Factors ◽  
Teacher Professional ◽  
Significant Achievement ◽  
Chinese Teacher

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

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