scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

scholarly journals Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Helen C. Cartner ◽  
Julia L. Hallas
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Online Course ◽  
Small Scale ◽  
Pedagogical Practice ◽  
Critical Reasoning ◽  
Professional Development For Teachers ◽  
Effective Technology ◽  
The Relationship

This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.

T-Scan as a Patient Education Tool

2015 ◽  
pp. 672-704
Author(s):  
John R. Droter, DDS
Keyword(s):  
Patient Education ◽  
Teaching And Learning ◽  
Dental Health ◽  
Recorded Data ◽  
Scan Data ◽  
Education Tool ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The T-Scan is an effective patient education tool for illustrating existing occlusal pathology. It presents complex occlusal information in a visual format that is easily understood. The T-Scan applies to all stages of the teaching/learning process because its recorded data forms the framework upon which a doctor/patient discussion can begin regarding the patient's occlusal disease manifestations, the potential benefit of treatments, and the risks of not undergoing corrective treatment. When used as part of an educational strategy, the T-Scan can lead the patient to accept procedures that would benefit their long-term dental health. This chapter outlines the four stages of creating optimum dental health, the steps required to perform effective teaching and learning, the differing styles of teaching and learning utilized in educational forums, and how to best employ the technique of Feature, Function, and Benefit. A case study illustrates how T-Scan data can educate a patient about their own occlusal problems.

Engaging Teachers in Science Practices and Discourse Through Online Professional Development

2019 ◽  
pp. 413-435
Author(s):  
Mary V. Mawn ◽  
Kathleen S. Davis
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Professional Development ◽  
Science Practices ◽  
Time Distance ◽  
Elementary And Middle School

Online professional development courses and programs provide science teachers with ongoing and relevant professional development opportunities that overcome time, distance, and budget pressures. To demonstrate the effectiveness of this approach, this chapter presents a case study of elementary and middle school teachers enrolled in two online courses in chemistry and science education. Based on this work, three themes emerged: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Specifically, teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.

Dynamic Approach to Teaching Geometry

2016 ◽  
pp. 519-550 ◽  
Author(s):  
Ewelina Suchacka McBroom ◽  
Zhonghong Jiang ◽  
M. Alejandra Sorto ◽  
Alexander White ◽  
Edwin Dickey
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
Dynamic Geometry ◽  
Future Research ◽  
Pedagogical Content ◽  
School Based ◽  
Professional Development For Teachers ◽  
Geometry Teachers ◽  
Development Levels

Secondary geometry teachers from several urban school districts participated in a two-year professional development focused on integrating dynamic geometry into teaching. The chapter documents the positive impact of the professional development for teachers' Technological Pedagogical Content Knowledge (TPACK) development and their students' achievement in geometry through the use of the dynamic geometry approach. Instruments used to develop and assess teachers' TPACK included a Conjecturing-Proving Test, interviews and observation protocols. Participants' TPACK levels were identified using a TPACK Development Levels Assessment Rubric. Findings show that teachers' TPACK tended to remain within the three middle TPACK levels (accepting, adapting, and exploring). Recommendations and suggestions for future research are offered to those who implement school-based, mixed methods research studies involving technology.

scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

scholarly journals Designing Research-Based Professional Development for Elementary School Science and Mathematics

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Brian L. Gerber ◽  
Edmund A. Marek ◽  
Ellice P. Martin
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Teaching And Learning ◽  
School Science ◽  
Service Agency ◽  
Elementary School Science ◽  
Education Organization ◽  
Math And Science ◽  
Nonprofit Education ◽  
And Mathematics

A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction.

scholarly journals Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’

2017 ◽  
Vol 16 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Adam Poole
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Art Teacher ◽  
Beliefs About Teaching ◽  
Learner Profile ◽  
The Way ◽  
International Baccalaureate Diploma

This article presents findings from a case study that explored the way Sophie, an expatriate International Baccalaureate Diploma art teacher in an internationalised school in Shanghai, China, interpreted and implemented the International Baccalaureate Learner Profile. The findings challenge the view that the Profile exerts a regulatory force on teachers’ behaviour by showing that Sophie not only reshaped the Profile according to her beliefs about teaching and learning, but also resisted what she perceived to be underlying patriarchal and westernising discourses. Findings suggest that the notion of a regulatory discourse should focus on both the Profile as text and also what could be called the lived Profile. Finally, this article offers tentative recommendations for professional development that incorporate both the Profile as text and the lived Profile.

Sign in / Sign up

Export Citation Format

Share Document