Representations of Practice in a Video-Based In-Service Teacher Professional Development Project and in Its Evaluation

Language Learning ◽

Large Scale ◽

English Language ◽

Developing Economies ◽

Development Project ◽

Mobile Technologies ◽

Mp3 Players ◽

Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

Teacher Professional Development Using Mobile Technologies in a Large-Scale Project

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch028 ◽

2014 ◽

pp. 505-520

Author(s):

Prithvi Shrestha

Keyword(s):

Language Learning ◽

Large Scale ◽

English Language ◽

Developing Economies ◽

Development Project ◽

Mobile Technologies ◽

Mp3 Players ◽

Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket' that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The article, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

Re‐sourcing mathematics teaching through professional development

Pythagoras ◽

10.4102/pythagoras.v0i72.17 ◽

2010 ◽

Vol 0 (72) ◽

Author(s):

Helena Miranda ◽

Jill Adler

Keyword(s):

Education System ◽

Mathematics Teacher ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Development Project ◽

Teacher Professional ◽

Mathematics Teacher Professional Development ◽

Algebra Learning

In any education system, curriculum alone cannot fulfill reform demands imposed onto teachers to help learners make meaning of subject contents they learn. This paper revisits the notion of resources as explored in a mathematics teacher professional development project that focused on algebra learning. As a way to promote the use of manipulatives in teaching and learning algebra, the project introduced algebra tiles to participating teachers and investigated how the tiles facilitated the enaction of algebraic meanings. The participating teachers learned different ways of helping learners interpret and solve algebraic problems, with the use of algebraic tiles.

Teacher Professional Development Practices

Online Learning Communities and Teacher Professional Development ◽

10.4018/978-1-60566-780-5.ch005 ◽

2010 ◽

pp. 77-95 ◽

Cited By ~ 11

Author(s):

Norbert Pachler ◽

Caroline Daly ◽

Anne Turvey

Keyword(s):

Development Project ◽

Information And Communications Technology ◽

Communications Technology ◽

Community Based ◽

Professional Development For Teachers ◽

Wide Scale ◽

Teacher Professional ◽

Teachers Professional Development

This chapter discusses the need for new models of teachers’ professional development in the context of established and emerging technologies and socio-constructivist theories of teacher learning within online and other communities. The authors present the current contexts affecting professional development in England and discuss the significance of the shift towards collaborative and community approaches to teachers’ learning. The authors argue that transformation is a key, though troublesome, concept in considering the aims of professional development for teachers’ use of technologies in their everyday practice. They explore these ideas by presenting the case of the Transformation Teachers Programme (TTP), a wide-scale teachers’ development project carried out in a London borough by Haringey City Learning Centre (CLC), and they examine how this project has implemented new approaches to Information and Communications Technology (ICT) and teachers’ professional development, based on collaborative experimentation, enquiry and risk-taking within online and other community-based arrangements.