Building Capacity: Professional Development and Collaborative Learning About Assessment

2016 ◽  
pp. 131-143
Author(s):  
Dany Laveault
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Building Capacity

Network Approach to Professional Development of a Teacher and a Student in the System of Secondary Vocational Education

2016 ◽  
Vol 4 (1) ◽  
pp. 18-26
Author(s):  
Василевская ◽  
E. Vasilevskaya
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Vocational Education ◽  
Network Approach ◽  
Professional Competency ◽  
Secondary Vocational Education

The paper considers the network approach to improving professional competency of teachers, as well as the network approach to the students’ personal and professional development, concerning means of collaborative learning.

Professional Development in the Accountability Context: Building Capacity to Achieve Standards

2010 ◽  
Vol 45 (2) ◽  
pp. 89-106 ◽  
Author(s):  
ERIC D. HOCHBERG ◽  
LAURA M. DESIMONE
Keyword(s):  
Professional Development ◽  
Building Capacity

scholarly journals Using the interpersonal action-learning cycle to invite thinking, attentive comprehension

2008 ◽  
pp. 264-288 ◽  
Author(s):  
Bob Zimmer
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Action Learning ◽  
Course Evaluation ◽  
Learning Cycle ◽  
Learning Assessment ◽  
Interpersonal Learning

This chapter shows how the interpersonal action-learning cycle (IALC) can be used to invite thinking and attentive comprehension from learners in conversation. It explains what the IALC is, where it comes from, how it works and why. In particular, it offers a logical demonstration that all interpersonal learning takes place within the IALC, and that all competition for dominance lies outside it – suggesting conscious use of the IALC as a desirable practice. The chapter goes on to explore linguistic factors that routinely disrupt use of the IALC, and that can hide its very existence. Strategies for restoring and stabilizing it are offered. Routine use of the IALC can have profound implications for teaching and instruction, collaborative learning, assessment, course evaluation and professional development. These are explored.

scholarly journals From Research to Action: Four Theories and Their Implications for Knowledge Mobilization

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Janet Mosher ◽  
Uzo Anucha ◽  
Henry Appiah ◽  
Sue Levesque
Keyword(s):  
Action Research ◽  
Collaborative Learning ◽  
Social Problem ◽  
Knowledge Mobilization ◽  
Learning Spaces ◽  
Action Research Project ◽  
Building Capacity ◽  
Multiple Levels ◽  
Action Change ◽  
The Relationship

Integral to both knowledge mobilization and action research is the idea that research can and should ignite change or action. Change or action may occur at multiple levels and scales, in direct and predictable ways and in indirect and highly unpredictable ways. To better understand the relationship between research and action or change, we delineate four conceptualizations that appear in the literature. Reflecting on our experiences as collaborators in a community–university action research project that set out to tackle a “wicked” social problem, we consider the implications of these conceptualizations for the project’s knowledge mobilization plans and activities. The major lessons point to the importance of building capacity by nurturing collaborative learning spaces, of drawing many others – situated differently and with varied perspectives – into dialogue, and of embracing change within the project itself.

scholarly journals Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model

2018 ◽  
Vol 6 (2) ◽  
pp. 58-66
Author(s):  
Karen Joy Haines
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Teacher Development ◽  
Development Strategies ◽  
First Year ◽  
Learning Spaces ◽  
Concerns Based Adoption Model ◽  
Tertiary Institution ◽  
Adoption Model

This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.

scholarly journals Building Capacity: HEED Slills Audit and Recommendations

2021 ◽  
Author(s):  
Alison Halford
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Knowledge Production ◽  
Best Practice ◽  
Research Team ◽  
Skills Development ◽  
Building Capacity ◽  
Energy Projects ◽  
Team Project ◽  
The Impact

This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.

Building Capacity in Pediatric Environmental Health: The Academic Pediatric Association's Professional Development Program

2019 ◽  
Vol 19 (4) ◽  
pp. 421-427
Author(s):  
Philip J. Landrigan ◽  
Joseph M. Braun ◽  
Ellen F. Crain ◽  
Joel Forman ◽  
Maida Galvez ◽  
...  
Keyword(s):  
Professional Development ◽  
Environmental Health ◽  
Development Program ◽  
Professional Development Program ◽  
Building Capacity

Online Collaborative Learning and Learning Styles

2011 ◽  
pp. 1339-1347
Author(s):  
Tony Day
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Community ◽  
Comparative Education ◽  
New South ◽  
New South Wales ◽  
Online Learning Community ◽  
Online Collaborative Learning ◽  
South Wales

The need for the development of an online learning community for professional development and support for new and experienced educators is growing due to the significant turnover of teachers within the first five years (National Center for Teaching and America’s Future, 2003). This trend is also present in other countries: England has a turnover rate of teachers at 18% in the first three years (Hayes, 2004), and Australia, especially in the New South Wales area, has a rate of between 20% and 50% within the first three to five years (Manuel, 2003). This challenge would be best met through the online collaborative learning model allowing for the development of outside resources without the excessive cost of the educator’s most valuable commodity: time. This process is especially valuable for the utilization of comparative education issues between cooperating countries as it will lend itself to the collegiality of educators across countries and cultures.

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