Facilitating Professional Growth of Taiwanese In-service Mathematics Teachers Through an Innovative School-Based Program

2016 ◽  
pp. 209-222
Author(s):  
Fou-Lai Lin ◽  
Hui-Yu Hsu ◽  
Jian-Cheng Chen
Keyword(s):  
Mathematics Teachers ◽  
Professional Growth ◽  
School Based

Video as a catalyst for mathematics teachers’ professional growth

2017 ◽  
Vol 20 (5) ◽  
pp. 409-413 ◽  
Author(s):  
Ronnie Karsenty ◽  
Miriam Gamoran Sherin
Keyword(s):  
Mathematics Teachers ◽  
Professional Growth

Mentors and School-Based Partnership: Ingredients for Professional Growth

1999 ◽  
Vol 21 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Mary Ann Davies ◽  
Martha Brady ◽  
Emilie Rodger ◽  
Pat Wall
Keyword(s):  
Professional Growth ◽  
School Based

Coaching for professional growth in one Australian school: “oil in water”

2016 ◽  
Vol 5 (2) ◽  
pp. 66-86 ◽  
Author(s):  
Deborah M. Netolicky
Keyword(s):  
Professional Growth ◽  
School Leaders ◽  
Cognitive Coaching ◽  
Australian School ◽  
Content Type ◽  
Coaching Model ◽  
Danielson Framework ◽  
School Based ◽  
Oil In Water ◽  
Framework For Teaching

Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

Exploring How Culture of Excellence is Personified by Mathematics Teachers in the Public Schools

2021 ◽  
Vol 1 (1) ◽  
pp. 88-94
Author(s):  
Jahfet Nabayra ◽  
Nabayra Liza Jean
Keyword(s):  
Public Schools ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Professional Growth ◽  
The Philippines ◽  
State University ◽  
Structured Interviews ◽  
The Public ◽  
Basic Qualitative Study ◽  
And Training

This basic qualitative study aimed to describe how the culture of excellence is being personified by mathematics teachers who were scholar graduates of a certain state university in the Western Visayas region in the Philippines. Eight public school mathematics teachers were included in the study purposively. The researcher utilized semi-structured interviews in gathering the data. Thematic analysis was used to analyze the qualitative data. Findings revealed that mathematics teachers personified the culture of excellence in mathematics education by integrating different strategies in teaching mathematics, being passionate and dedicated, and by pursuing continuous professional growth.  In addition, they have manifested excellence in mathematics education through the following: conducted action researches in mathematics education, attended various seminars and training, actively involved in different committees and organizations in and out of school, and received recognition as winners and coaches in different math-related and non-math related activities.

Study Groups: Professional Growth Through Collaboration

2003 ◽  
Vol 96 (3) ◽  
pp. 188-191
Author(s):  
Fran Arbaugh
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Professional Growth ◽  
Study Groups ◽  
The United States ◽  
School Buildings ◽  
College And University ◽  
University Courses ◽  
New Ideas ◽  
K 12

Professional development opportunities for mathematics teachers are abundant in the United States. School-and district-based workshops, college and university courses, summer institutes, and local, state, and national meetings for K–12 mathematics teachers all combine to provide numerous opportunities for professional growth. Individual teachers often return from these types of experiences with new activities to use in their classrooms and new ideas about teaching mathematics. What is often missing from many of these types of professional development experiences is the opportunity for teachers to build ongoing and collaborative learning relationships with mathematics teachers in their own school buildings.

Supervisory Relationships and the Growth in Clinical Effectiveness and Professional Self-Esteem of Undergraduate Student Clinicians during a School-Based Practicum

1980 ◽  
Vol 11 (2) ◽  
pp. 118-126 ◽  
Author(s):  
Gerard L. Caracciolo ◽  
Eleanor B. Morrison ◽  
Seymour Rigrodsky
Keyword(s):  
Professional Growth ◽  
Interpersonal Relationship ◽  
Clinical Effectiveness ◽  
Self Esteem ◽  
Speech Pathology ◽  
Supervisory Relationship ◽  
Supervisory Relationships ◽  
School Based ◽  
Professional Self ◽  
The Relationship

This study examined the relationship between student clinicians' and supervisors' perceptions of interpersonal conditions offered by supervisors and estimates of professional growth of the student clinicians. Thirty-one female undergraduate speech pathology majors received daily supervision from 31 speech-language pathologists (cooperating teachers) employed in various school districts. Student clinicians and supervisors completed an interpersonal relationship inventory and a rating of clinical effectiveness at the beginning and end of a 12 week daily school-based practicum. The student clinicians also completed a professional self-esteem inventory. Both student clinicians and supervisors perceived a positive supervisory relationship as well as growth in the student clinicians' clinical effectiveness during the practicum experience. In addition, student clinicians perceived that their professional self-concepts had become more similar to their ideal concepts.

Lesson study and the long-term impact on teacher professional community development

2020 ◽  
Vol 10 (1) ◽  
pp. 89-101
Author(s):  
Emily Lewanowski-Breen ◽  
Aoibhinn Ni Shuilleabhain ◽  
Maria Meehan
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Professional Community ◽  
Professional Communities ◽  
Content Type ◽  
School Based ◽  
Teacher Professional ◽  
Long Term Impact

PurposeThe purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.Design/methodology/approachA study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).FindingsAnalysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.Originality/valueWhile a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

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