Hands-on Current Electricity: A professional development course

The purpose of this research was to investigate the experiences of instrumental music teachers in Designing Arts Instruction, a 4-day professional development course in a large urban school district. Specifically, I was interested in which activities participants (a) found most relevant and applicable to their current teaching situation, (b) believed would most benefit student learning, and (c) believed would contribute most to their overall music teacher development. Multiple forms of data were collected including participants’ reflections, researcher-facilitator journal and field notes, and structured individual interviews. Curriculum development and rubric writing were relevant to participants’ teaching situations and also engaged teachers’ personal musicianship. Participants recognized creative activities as motivating for students. Collaboration emerged as the course feature that contributed most to participants’ overall development. Those who plan and facilitate professional development might consider including aspects that invite collaboration, deep thinking, engagement, and reflection, particularly within the context of teachers’ musicianship.

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Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

NHSA Dialog ◽

10.1080/15240754.2011.617527 ◽

2011 ◽

Vol 14 (4) ◽

pp. 275-292 ◽

Cited By ~ 11

Author(s):

Jennifer LoCasale-Crouch ◽

Marcia Kraft-Sayre ◽

Robert C. Pianta ◽

Bridget K. Hamre ◽

Jason T. Downer ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Lessons Learned ◽

Early Childhood Professional ◽

Childhood Professional ◽

Early Childhood Professional Development ◽

Development Course

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Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development

HortTechnology ◽

10.21273/horttech03345-17 ◽

2017 ◽

Vol 27 (4) ◽

pp. 455-457

Author(s):

Brian J. Pearson ◽

Kimberly Moore ◽

James Barrett

Keyword(s):

Professional Development ◽

Cooperative Learning ◽

College Graduates ◽

Learning Opportunities ◽

Academic Departments ◽

Learning Program ◽

Employment Opportunities ◽

Hands On ◽

Learning Programs ◽

Critical Skills

Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.

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Information on the internet: evaluation of a professional development course for primary care physicians

Education for Primary Care ◽

10.1080/14739879.2006.11864086 ◽

2006 ◽

Vol 17 (4) ◽

pp. 362-370

Author(s):

Tim Jones

Keyword(s):

Professional Development ◽

Primary Care ◽

Primary Care Physicians ◽

The Internet ◽

Development Course

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Treasuring and preserving languages: how the inclusive design in MOOCs might help

Innovative language teaching and learning at university: treasuring languages ◽

10.14705/rpnet.2020.40.1059 ◽

2020 ◽

pp. 5-12

Author(s):

Kate Borthwick

Keyword(s):

Professional Development ◽

Language Learning ◽

Online Courses ◽

Massive Open Online Courses ◽

Inclusive Design ◽

Learning Contexts ◽

Barriers To Access ◽

Open Content ◽

The University ◽

Development Course

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access.

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Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

Journal of Education and Training Studies ◽

10.11114/jets.v5i9.2556 ◽

2017 ◽

Vol 5 (9) ◽

pp. 1 ◽

Cited By ~ 2

Author(s):

Katja Maass ◽

Malcolm Swan ◽

Anna-Maria Aldorf

Keyword(s):

Professional Development ◽

Mathematics Teachers ◽

Mathematics Teaching ◽

Influencing Factor ◽

International Study ◽

Student Centered ◽

Inquiry Based Learning ◽

Study Approach ◽

Teachers Beliefs ◽

Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

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