Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice

2019 ◽  
Vol 102 (3) ◽  
pp. 319-342 ◽  
Author(s):  
Daniel J. Heck ◽  
Courtney L. Plumley ◽  
Despina A. Stylianou ◽  
Adrienne A. Smith ◽  
Gwendolyn Moffett
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Instructional Practice ◽  
Scaling Up ◽  
Innovative Learning

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development

2021 ◽  
Vol 11 (1) ◽  
pp. 64-86
Author(s):  
Rafael Lara-Alecio ◽  
Shifang Tang ◽  
Kara L. Sutton-Jones ◽  
Beverly J. Irby ◽  
Fuhui Tong ◽  
...  
Keyword(s):  
Professional Development ◽  
School District ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
English Learners ◽  
The United States ◽  
Program Completion ◽  
Chi Square ◽  
District Administrators ◽  
Pedagogical Knowledge And Skills

Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to meet the needs of these students. The authors examined the improvement of Texas in-service teachers' English as a second language (ESL) pedagogical and content knowledge after participating in a VPD program designed for developing teachers' ESL instructional capacity. Chi-square analyses were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teacher knowledge after program completion. There was no difference in teachers' knowledge gains based on their school district location. These findings are in line with other researchers who have found improvement in terms of teacher knowledge and instructional practices after participation in VPD.

scholarly journals TIGHT BUT LOOSE: SCALING UP TEACHER PROFESSIONAL DEVELOPMENT IN DIVERSE CONTEXTS

2008 ◽  
Vol 2008 (1) ◽  
pp. i-141 ◽  
Author(s):  
E. Caroline Wylie ◽  
Laura Goe ◽  
Dawn Marie Leusner ◽  
Christine J. Lyon ◽  
Cynthia Tocic ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Scaling Up ◽  
Teacher Professional

scholarly journals Pendampingan Model Pembelajaran Inovatif menggunakan Kahoot sebagai Digital Game Based Learning Di KKG Sekolah Dasar

2020 ◽  
Vol 10 (1) ◽  
pp. 59
Author(s):  
Feby Inggriyani ◽  
Nurul Fazriyah ◽  
Acep Roni Hamdani ◽  
Ayi Purbasari
Keyword(s):  
Teacher Knowledge ◽  
Digital Literacy ◽  
Digital Learning ◽  
Learning Models ◽  
Game Based Learning ◽  
Learning Plan ◽  
Innovative Learning ◽  
Learning Plans ◽  
Activity Method

ABSTRAKMita PKM adalah KKG 066 Kecamata Lengkong Kota Bandung yang memiliki permasalahan dalam menciptakan pembelajaran inovatif dan minimnya pemahaman guru dalam pembelajaran digital. Kegiatan ini bertujuan untuk membantu KKG dalam meningkatkan pengetahuan dan keterampilan menggunakan model pembelajaran inovatif dengan menggunakan literasi digital sehingga dapat meningkatkan kualitas pembelajaran. Metode kegiatan ini dilakukan dengan workshop dan pendampingan yang mencakup dua pendekatan yaitu pendekatan teoretis dan praktis. Pendekatan teoretis dengan menjelaskan mengenai model pembelajaran inovatif dan penggunaan kahoot dalam pembelajaran. Pendekatan praktis dilakukan dengan menyiapkan rencana pembelajaran (RPP) menggunakan model pembelajaran inovatif dengan menggunakan kahoot. Hasil yang diperoleh melalui kegiatan ini adalah 1) meningkatkan pengetahuan guru tentang model pembelajaran inovatif dan menggunakan kahoot dalam pembelajaran, 2) meningkatkan pengetahuan guru dalam membuat rencana pembelajaran (RPP) dan 3) meningkatkan keterampilan menggunakan model pembelajaran inovatif dengan penggunakan media pembelajaran digital berbasis game. Kata Kunci : kahoot, model pembelajaran inovatif, pembelajaran berbasis game ABSTRACTMita PKM is a KKG 066 in Lengkong Sub-District of Bandung which has problems in creating innovative learning and the lack of understanding of teachers in digital learning. This activity aims to assist the KKG in increasing knowledge and skills using innovative learning models by using digital literacy so as to improve the quality of learning. This activity method is carried out with workshops and mentoring which includes two approaches namely theoretical and practical approaches. Theoretical approach by explaining about innovative learning models and the use of kahoot in learning. A practical approach is carried out by preparing a learning plan (RPP) using an innovative learning model using kahoot. The results obtained through this activity are 1) increasing teacher knowledge about innovative learning models and using kahoot in learning, 2) increasing teacher knowledge in making learning plans (RPP) and 3) improving skills using innovative learning models by using game-based digital learning. Keywords: kahoot, innovative earning model, games based learning

scholarly journals REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Diah Kurniati ◽  
Nuraeningsih Nuraeningsih
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Teacher Professional Development ◽  
Reflective Teaching ◽  
Reflective Knowledge ◽  
The Core ◽  
Alternative Means ◽  
Core Components ◽  
Teacher Professional

One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

scholarly journals Educating Managers and Future Managers in Sustainability: Experiences from the Fishpond Experiment at the Berner Fachhochschule

2021 ◽  
Vol 14 (1) ◽  
pp. 29
Author(s):  
Jan Thomas Frecè ◽  
Adamantios Koumpis
Keyword(s):  
Professional Development ◽  
Scaling Up ◽  
Group Behavior ◽  
Decision Makers ◽  
Future Generations ◽  
Environmentally Conscious

<p class="0papertitle">The paper presents an implementation of the fishpond experiment as a means to help the development of a first-hand experience of the implications of individual and group behavior to the tragedy of commons. Apart from its value to teaching purposes, we see the value for exploring the potential of scaling up and transfer of its deployment to a broader audiences not only in the educational curricula but also for professional development of future generations of environmentally conscious and responsible managers and corporate decision-makers.</p>

scholarly journals PERAN PENGEMBANG TEKNOLOGI PEMBELAJARAN DI SEKOLAH DALAM MENSUKSESKAN PELAKSANAAN KURIKULUM 2013

2015 ◽  
pp. 197-206
Author(s):  
Bambang Warsita
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Functional Role ◽  
School Curriculum ◽  
Teaching Profession ◽  
Successful Implementation ◽  
Learning Resources ◽  
Successful Execution ◽  
Innovative Learning

Abstrak:Tulisan ini bertujuan untuk mendeskripsikan peran profesi pengembang teknologi pembelajaran di sekolah dalam mensukseskan pelaksanaan kurikulum 2013. Hasil kajian ini menunjukkan bahwa untuk menyukseskan pelaksanaan kurikulum 2013, maka perlu peran profesi atau jabatan fungsional pengembang teknologi pembelajaran untuk mengembangkan berbagai sistem atau model pembelajaran yang inovatif berbasis TIK. Selain itu, hasil kajian ini menunjukkan profesi pengembang teknologi pembelajaran dapat mengembangkan berbagai media dan sumber belajar berbasis TIK. Jadi untuk menyukseskan pelaksanaan kurikulum 2013 guru sangat memerlukan berbagai sistem atau model pembelajaran yang inovatif dan berbagai media dan sumber belajar berbasis TIK. Oleh karena itu, tugas dan peran profesi guru saling berkaitan dengan tugas dan peran profesi atau pejabat fungsional pengembang teknologi pembelajaran.Kata kunci: profesi, pembelajaran, pengembang teknologi pembelajaran, kurikulum 2013. Abstract:This paper aims to describe the role of professional development in instructional technology in the school curriculum of 2013, successful execution results of this study indicate that for the successful implementation of the curriculum in 2013, it is necessary functional role of the profession or occupation of instructional technology developers to develop a variety of systems or models of innovative ICT-based learning. In addition, the results of this study indicate the profession of instructional technology developers can develop a variety of media and learning resources ICT-based. So for the successful implementation of the 2013 curriculum teachers are in need of a variety of systems or models of innovative learning and a variety of media and learning resources ICT-based. Therefore, the task and the role of the teaching profession are related to the duties and role of the profession or functional official developer instructional technology.Key words: profession, learning, instructional technology developers, curriculum 2013.

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