Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science

2012 ◽  
Vol 23 (8) ◽  
pp. 847-866 ◽  
Author(s):  
Kent J. Crippen
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Knowledge And Beliefs ◽  
Teacher Knowledge And Beliefs

Teacher Knowledge and Beliefs

2015 ◽  
Author(s):  
Woolfolk Anita Hoy ◽  
Heather Davis ◽  
Stephen J. Pape
Keyword(s):  
Teacher Knowledge ◽  
Knowledge And Beliefs ◽  
Teacher Knowledge And Beliefs

scholarly journals The language teacher's development

2005 ◽  
Vol 38 (3) ◽  
pp. 103-118 ◽  
Author(s):  
Steve Mann
Keyword(s):  
Reflective Practice ◽  
Teacher Knowledge ◽  
Teacher Development ◽  
Practitioner Inquiry ◽  
Knowledge And Beliefs ◽  
Teacher Knowledge And Beliefs ◽  
The Subject ◽  
Reflective Processes

This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development.

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 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 MERIT: a mentor reflection instrument for identifying the personal interpretative framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lianne M. Loosveld ◽  
Pascal W. M. Van Gerven ◽  
Erik W. Driessen ◽  
Eline Vanassche ◽  
Anthony R. Artino
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Internal Consistency Reliability ◽  
Survey Instrument ◽  
Validation Data ◽  
Knowledge And Beliefs ◽  
Oblimin Rotation ◽  
Item Scores ◽  
Monitoring Performance ◽  
Interpretative Framework

Abstract Background Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors’ systematic reflection on the how, what and why of their practice. Methods In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors’ network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated. Results The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach’s alphas for the subscale scores were between .42 and .75. Conclusions The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

A Comprehensive Framework for Teacher Knowledge (CFTK)

2012 ◽  
pp. 59-102
Author(s):  
Robert N. Ronau ◽  
Christopher R. Rakes
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Teacher Knowledge ◽  
Meta Analysis ◽  
Three Dimensional ◽  
Linear Structure ◽  
Future Research ◽  
Three Dimensional Model ◽  
Comprehensive Framework ◽  
Pre Service Teacher

In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, developed through a series of exploratory studies, transforms current understanding of teacher knowledge from a linear structure to a three dimensional model by pairing 6 inter-related aspects into three orthogonal axes: 1) Field comprised of subject matter and pedagogy; 2) Mode comprised of orientation and discernment; and 3) Context comprised of individual and environment. The current study analyzes the way interactions of these aspects appear in literature across a wide domain of subject matters. These interactions have direct implications for future research on teacher knowledge as well as policies for guiding professional development and pre-service teacher training.

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