scholarly journals Professional Growth of Novice and Experienced STEM Teachers

2021 ◽  
Author(s):  
Effrat Akiri ◽  
Yehudit Judy Dori
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Support System ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Group Mentoring ◽  
Social Growth ◽  
Teachers Perceptions ◽  
And Mathematics ◽  
Mentoring Support

AbstractThe first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers

2014 ◽  
pp. 921-936
Author(s):  
Aline Maria de Medeiros Rodrigues Reali ◽  
Regina Maria Simões Puccinelli Tancredi ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Public Institution ◽  
Online Mentoring ◽  
Mentorship Program ◽  
Face To Face ◽  
Continued Education ◽  
Educational Processes

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors' and novice teachers' reflective journals, and the researchers' observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants' professional growth.

Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers

2012 ◽  
pp. 203-218
Author(s):  
Aline Maria de Medeiros Rodrigues Reali ◽  
Regina Maria Simões Puccinelli Tancredi ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Public Institution ◽  
Online Mentoring ◽  
Mentorship Program ◽  
Face To Face ◽  
Continued Education ◽  
Educational Processes

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors’ and novice teachers’ reflective journals, and the researchers’ observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants’ professional growth.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2020 ◽  
pp. 115-144
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

scholarly journals Enhancing Thai In-service Teachers’ Perceptions of STEM Education with Tablet-based Professional Development

2018 ◽  
Vol 14 (10) ◽  
pp. 13 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Panuvit Chantara ◽  
Wachira Srikoom ◽  
Prasart Nuangchalerm ◽  
Lisa M. Hines
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Approach ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Teaching ◽  
Do So

National efforts in Thailand are currently focused on promoting STEM (Science, Technology, Engineering, and Mathematics) education in order to better prepare the future generations to be an effective and productive workforce. In accordance with this mission, the goal of this research is to develop a tablet-based professional development (PD) program to enhance in-service teachers’ perceptions of STEM education, which will directly affect both their decision to incorporate STEM, as well as their ability to effectively do so in their own classroom. To assess the efficacy of the PD program, we recruited 240 STEM and non-STEM teachers from basic education schools in Thailand to participate in the program. The activities in this program were divided into three parts: 1) increasing knowledge about STEM education, 2) providing demonstrations of STEM teaching, and 3) developing STEM-based lessons. Data were collected throughout the tablet-based PD program from focus group discussion sessions, pre-post questionnaires, and informal interviews. Data were analyzed using content analysis. The findings revealed that before participating in the tablet-based PD program, the majority of participants had limited knowledge on STEM education and were uncertain on how to integrate STEM into their instructional practices. They also had difficulty with connecting the different STEM disciplines in their activities. Although they were interested in implementing the STEM educational approach, they lacked confidence on how to accomplish this. After completing the tablet-based PD program, many participants had a much better understanding of STEM education and greater confidence with implementing STEM pedagogical approaches.

scholarly journals EXPERIENCED TEACHERS’ PERCEPTIONS: MATH-FOCUSED STEAM LEARNING

Abjadia ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Dewi Rosikhoh ◽  
Liny Mardhiyatirrahmah ◽  
Abdussakir Abdussakir ◽  
Ahmad Abtokhi ◽  
Imam Rofiki
Keyword(s):  
Teaching Experience ◽  
Experienced Teachers ◽  
Vocational High School ◽  
High School Mathematics ◽  
Teachers Perceptions ◽  
The Third ◽  
Science Technology ◽  
Years Of Teaching Experience ◽  
Primary Focus ◽  
And Mathematics

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2021 ◽  
pp. 491-520
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

scholarly journals Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Niclas Åhman ◽  
Gunilla Gunnarsson ◽  
Inger Edfors
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Experienced Teachers ◽  
Variation Theory ◽  
Learning Study ◽  
Interconnected Model ◽  
Teachers Professional Development ◽  
In The Beginning

Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”. In English: The aim of this study is to explore science teachers’ professional development when they perform a Learning Study (LS), using the tool Content Representations (CoRe). The empirical data consists of six experienced teachers’ audio recorded discussions during eight meetings when they plan and analyse two lectures in chemistry for year 6 (age 12-13 years), and three written CoRe. In the beginning of the study, the teachers talk about teaching and learning mainly as transformation of facts. However, when they plan the first lecture, they discuss how to stimulate students’ discussions and reflections. The teachers planned both lectures according to variation theory. However, only the second lecture is also implemented according to their plan, with a focus on the object of learning. The results show that the combination of CoRe and LS stimulate also experienced teachers’ professional development, through growth networks according to the model "interconnected model of professional growth" (Clarke and Hollingsworth, 2002).

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