Teacher Responsibility-Taking for School Change & Professional Development in Japan

2015 ◽  
pp. 169-188
Author(s):  
Itaru Inoue
Keyword(s):  
Professional Development ◽  
School Change ◽  
Teacher Responsibility

scholarly journals Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

2008 ◽  
Vol 33 (2) ◽  
Author(s):  
George Zhou ◽  
Stanley Varnhagen ◽  
Myrna R. Sears ◽  
Susan Kasprzak ◽  
Gail Shervey
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Change ◽  
Online Professional Development ◽  
Inservice Teachers ◽  
Face To Face ◽  
Information And Communication ◽  
Groupe De Discussion

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools

2016 ◽  
Vol 52 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Maria Elizabeth Kempen ◽  
Gertruida Maria Steyn
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
South African ◽  
School Change ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Special Schools ◽  
Support Materials ◽  
Whole School ◽  
Professional Development Programme

Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.

The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement

2005 ◽  
Vol 40 (1) ◽  
pp. 40-69 ◽  
Author(s):  
BARBARA M. TAYLOR ◽  
P. DAVID PEARSON ◽  
DEBRA S. PETERSON ◽  
MICHAEL C. RODRIGUEZ
Keyword(s):  
Professional Development ◽  
School Change ◽  
Evidence Based ◽  
Reading Improvement ◽  
Change Framework

Professional development schools: Cataylsts for teacher and school change

1997 ◽  
Vol 13 (2) ◽  
pp. 153-169 ◽  
Author(s):  
Robert V. Bullough ◽  
Don Kauchak ◽  
Nedra A. Crow ◽  
Sharon Hobbs ◽  
David Stokes
Keyword(s):  
Professional Development ◽  
School Change ◽  
Professional Development Schools

Role of Coaching and Reflection

2017 ◽  
pp. 46-61
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
School Change ◽  
Student Growth ◽  
Collaborative Culture ◽  
Personal Investment ◽  
Improving Instruction ◽  
Change Coaching ◽  
Internal Capacity

Personalized professional learning incorporating coaching, modeling, and reflection, facilitates internal capacity building and increases self-efficacy, which are important elements to supporting school change. Coaching has been shown to improve teachers' abilities to adopt and implement new teaching practices. Also, through reflection, or purposeful thinking, and a sustained collaborative culture, educators have indicated stronger feelings of support, greater personal investment, and increased motivation to enrich teaching and positively affect student growth. However, despite research indicating the value of personalized, embedded, and sustained professional development, rooted in project-based activities with coaching and reflection, one-shot workshops are still, often the norm. This chapter is dedicated to sharing research related to coaching, reflection, and collaboration as it applies toward improving instruction and supporting school change.

Situating Technology Professional Development in Urban Schools

2005 ◽  
Vol 32 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Ellen B. Meier
Keyword(s):  
Professional Development ◽  
New York ◽  
Technology Integration ◽  
School Improvement ◽  
School Change ◽  
Pedagogical Issues ◽  
Technology Professional Development ◽  
Technology Professional ◽  
Development Evaluation ◽  
The University

The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are consistent with larger school improvement themes. The data collected from numerous sources, including the university facilitators and the 100 New York teacher participants with whom they worked in 2003–2004, were analyzed to determine patterns related to the design and delivery of technology professional development. Three concrete themes emerged: the need to understand and address specific teacher concerns in the process of designing technology-integrated curriculum; the value of demonstrating technology's role in assessing student understanding; and the significance of engaging content experts to help teachers address content and pedagogical issues in the technology integration process. These themes inform the larger theoretical framework that underpins the work of the Center.

scholarly journals The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research

2011 ◽  
Vol 20 (2) ◽  
Author(s):  
Lauren Segedin
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Professional Growth ◽  
School Change ◽  
Large Scale ◽  
Development Method ◽  
University Partnership ◽  
The Government ◽  
The Impact

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research.  While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment.  The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body.  However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change.  This suggests that the relationship between accountability and empowerment is not a simple one.  

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