Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs

Abstract This research is a survey research to determine teacher professional development programs that can be carried out by schools through teacher self-assessment. The results of this study can be used to determine professional development programs that can be carried out by schools based on self-assessment according to the needs of teachers. The self-assessment carried out by the teacher to analyze the need for Teacher Professional Development is carried out with a questionnaire that includes a person's strengths and weaknesses, Desired or required Career or Professional Development and the reasons for choosing the career development. Based on the survey, it can be seen that there is a comparison between the strengths of teachers and their weaknesses for the four competencies that teachers must have, it is also in accordance with the professional development program needed to improve the four competencies of teachers. Keywords: Self-Assessment, Teacher Professional Development

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Using misconceptions research in the design of optics instructional materials and teacher professional development programs

10.1117/12.2207517 ◽

2015 ◽

Author(s):

Stephen M. Pompea ◽

Erin F. Dokter ◽

Constance E. Walker ◽

Robert T. Sparks

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Instructional Materials ◽

Development Programs ◽

Teacher Professional ◽

Professional Development Programs

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Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs

Journal of Science Teacher Education ◽

10.1080/1046560x.2017.1379859 ◽

2017 ◽

Vol 28 (6) ◽

pp. 507-521 ◽

Cited By ~ 2

Author(s):

Renee M. Clary ◽

James A. Dunne ◽

Anastasia D. Elder ◽

Svein Saebo ◽

Debbie J. Beard ◽

...

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Development Programs ◽

Online Content ◽

Teacher Professional ◽

Professional Development Programs

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Teacher Professional Development in Brazil: Colonization of Teachers’ Voices

Cultural and Pedagogical Inquiry ◽

10.18733/c3nk5q ◽

2014 ◽

Vol 6 (1) ◽

Author(s):

Daniele Nascimento

Keyword(s):

Professional Development ◽

Public Schools ◽

Teacher Professional Development ◽

Development Program ◽

Professional Development Program ◽

Development Programs ◽

Post Colonial ◽

Master's Thesis ◽

Teacher Professional ◽

Professional Development Programs

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.

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