scholarly journals Shifting the focus of research on effective professional development: Insights from a case study of implementation

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Jess Harris
Keyword(s):  
Professional Development ◽  
Program Implementation ◽  
Teacher Turnover ◽  
Successful Implementation ◽  
Peer Observation ◽  
School Contexts ◽  
Negative Perceptions ◽  
Teacher Professional ◽  
Teaching Rounds

AbstractGlobally, teacher professional development is heralded as a key mechanism for educational reform. With governments investing heavily in PD programs, the aim of these interventions is not only enhanced teacher knowledge and practice but, ultimately, improved student outcomes. A substantial body of research has attempted to identify characteristics of effective PD, generating a growing list of features that ostensibly ‘work’. As such, program design has become the dominant analytic focus. In this paper, we shift attention squarely to program implementation as necessary in conceptualising and evaluating effective PD. We apply the lens of implementation science to a case study of how one regional secondary school in NSW, Australia, implemented a robust PD program called Quality Teaching Rounds that has strong evidence of effectiveness. Despite the school’s attempts to remain true to the spirit of the PD, a combination of remoteness, lack of casual relief teachers, high teacher turnover, and negative perceptions of peer observation result in a form of QTR that is almost unrecognisable from its intended design. We argue greater attention must be given to understanding and supporting successful implementation within and across diverse school contexts in order to take effective forms of PD to scale.

scholarly journals THE EFFECTIVENESS OF THE BOARDING TEACHER PROFESSIONAL DEVELOPMENT PROGRAM: AN APPROACH OF PROCESS EVALUATION

2018 ◽  
Author(s):  
Friyatmi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Process Evaluation ◽  
Program Implementation ◽  
Development Program ◽  
Evaluation Study ◽  
Professional Development Program ◽  
State University ◽  
Teacher Professional ◽  
Research Questions

This study aimed to evaluate the effectiveness of the implementation of the boarding Teacher Professional Development Program (PPG SM-3T) in State University of Padang (SUP). This research was an evaluation study using a part of the CIPP model, namely the process evaluation. The research questions for this study were 1) how is the effectiveness of the implementation of PPG SM-3T boarding program? 2) what are the weaknesses in implementing the PPG SM-3T boarding program in SUP? Data in this study were collecting using questionnaires and interview techniques. Informants of this study were the participants of the PPG SM-3T PSU and managers program. The data were analyzed using descriptive statistic techniques. The results of this study revealed that all over management of program implementation was considered less effective by the participants. The weaknesses of the program implementation are as follows. 1) The boarding education programs was less-organized, causing some programs were not function properly and often the schedule were not followed strictly; (2) Lack of coordination between the management and weakness supervision/controlling manager on the boarding activities resulted in less well executed program. (3) Meals service agent were less professional, resulting in the low quality and less variation food being served to the participants.

Online Communities of Practice as Vehicles for Teacher Professional Development

2012 ◽  
pp. 142-166 ◽  
Author(s):  
Maria Meletiou-Mavrotheris
Keyword(s):  
Professional Development ◽  
Online Communities ◽  
Online Community ◽  
Statistics Education ◽  
Successful Implementation ◽  
Geographically Dispersed ◽  
Service Training ◽  
Information And Communication ◽  
Teacher Professional ◽  
Online Communities Of Practice

The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.

scholarly journals Live, online short-courses: A case study of innovative teacher professional development

2010 ◽  
Vol 11 (1) ◽  
pp. 81 ◽  
Author(s):  
Meghan E. Marrero ◽  
Jessica Fitzsimons Riccio ◽  
Karen A. Woodruff ◽  
Glen S. Schuster
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Course Design ◽  
Development Tool ◽  
Collaborative Community ◽  
Short Course ◽  
Competitive Funding ◽  
Teacher Professional ◽  
Short Courses

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA’s (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher’s own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

scholarly journals From Sharks to "The Big Ugly"

2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Kristin Rearden ◽  
Joy Bertling
Keyword(s):  
Professional Development ◽  
Rural Setting ◽  
Longitudinal Case Study ◽  
Art Educators ◽  
Elementary Art ◽  
Teacher Professional ◽  
Based Instruction ◽  
Curricular Materials ◽  
K 12

This longitudinal case study explored one rural elementary art teacher’s praxis for two years after she participated in professional development sessions on place-based education (PBE). These sessions focused specifically on PBE within the discipline of art for K-12 art educators in a geographically-large southeastern school district. Through surveys, observations, interviews, and document analysis of curricular materials, the researchers investigated the teacher’s experiences with PBE as she taught art in a rural area of the district. Her curricular decisions transitioned from a focus on art reflecting her personal knowledge base to art that built on students’ expressions of, experiences in, and knowledge of, their rural setting. Implications for teacher professional development focused on rural education include strategies for promoting the contextualization of content and communicating the benefits of transitioning from place-neutral to place-based instruction.

The 4Cs Learning Model in Teacher Professional Development Program

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 151-157
Author(s):  
Sunardi Sunardi ◽  
Ferry Doringin
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Research Result ◽  
Development Program ◽  
Professional Development Program ◽  
Classroom Activities ◽  
Teacher Professional ◽  
Trained Teachers ◽  
Creativity And Innovation

The research aimed to analyze the effectiveness of 4Cs models (communication, collaboration, critical thinking and problem-solving, as well as creativity and innovation) to improve teachers’ performance in the 21st-century era. The development of technology in the era, especially in the way of learning of students, was responded to lately by schools and teachers. Using a qualitative case study, the research analyzed the school’s professional development program using the 4Cs model. The research result shows that the model of 4Cs gives enthusiasm, and a deep impression on teachers in their classroom activities accelerates the competences of teachers in using technology. Besides, it shows the level of importance of the model: communication, then creativity, collaboration, and critical thinking. The research has limitations in assessing the performance of students who are taught by trained teachers. So, further research is proposed to analyze the performance of students regarding the 4Cs competences.

Sign in / Sign up

Export Citation Format

Share Document