On the Evolution of a Lesson: Group Preparation for Teaching Contest as Teacher Professional Development Activity for Chinese Elementary Science Teachers

2013 ◽  
Vol 23 (2) ◽  
pp. 252-266 ◽  
Author(s):  
Xiaowei Tang ◽  
Faxian Shao
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Elementary Science ◽  
Development Activity ◽  
Professional Development Activity ◽  
Elementary Science Teachers ◽  
Teacher Professional

scholarly journals DIDACTICAL DESIGN RESEARCH BASED REFLECTION PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Vici Suciawati ◽  
Sudianto Sudianto ◽  
Mohamad Gilar Jatisunda ◽  
Iik Nurhikmayati
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Design Research ◽  
Response Analysis ◽  
Questionnaire Response ◽  
Development Activity ◽  
Educational Design ◽  
Professional Development Activity ◽  
Teacher Professional

Reflection practice is a form of teacher professional development activity that has become the focus of study, research, and discussion in several scientific forums. The practice of reflection used so far is lesson study and educational action research. Didactical design research is one form of educational design research. DDR for mathematics teachers has been widely developing in Indonesia, both at the elementary, junior high, and high school levels. This service program begins with an introduction to Didactical Design Research. Form and its characteristics of didactical design research provide through a zoom meeting, and it will continue with the creation and development of a didactic design for learning mathematics based on the problems faced by the teacher. After the participants' activities, especially teachers, based on the results of the questionnaire response analysis of knowledge and understanding related to the concept of didactical design research, then the practice of reflection based on didactical design research increases and is ready for a workshop.

scholarly journals Engaging High School Students in an Engineering Thermodynamics Project

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Armando Paulino Preciado Babb ◽  
Candace Saar ◽  
Jim Brandon ◽  
Sharon Friesen
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
School Level ◽  
Engineering Project ◽  
Teacher Professional ◽  
K 12 ◽  
Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

scholarly journals Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction

2021 ◽  
pp. 1-25
Author(s):  
Agung W. Subiantoro ◽  
David Treagust ◽  
Kok-Sing Tang
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
Biology Teachers ◽  
Teachers Perceptions ◽  
Scientific Issue ◽  
Teacher Professional ◽  
Based Instruction

Abstract Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.

scholarly journals Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

ORBIS SCHOLAE ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 35-53 ◽  
Author(s):  
Eric Berson ◽  
Hilda Borko ◽  
Susan Million ◽  
Edit Khachatryan ◽  
Kerri Glennon
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Elementary Science ◽  
Elementary Science Teachers
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