Effects of Teacher Professional Development and Science Classroom Learning Environment on Students’ Science Achievement

2021 ◽  
Author(s):  
Siqi Li ◽  
Xiufeng Liu ◽  
Yang Yang ◽  
Jennifer Tripp
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Teacher Professional Development ◽  
Science Achievement ◽  
Science Classroom ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Teacher Professional

Creating Sustainable Project-Based Learning Through Teacher Professional Development

2019 ◽  
pp. 378-389 ◽  
Author(s):  
Virginia McCormack
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Teacher Professional Development ◽  
Educational Environment ◽  
Project Based Learning ◽  
Learning Tasks ◽  
Professional Development For Teachers ◽  
Teacher Mindset ◽  
Teacher Professional ◽  
Educational Collaboration

This chapter highlights the effectiveness of teacher professional development to expand and support the implementation of project-based learning. Teacher professional development is essential for the growth of teacher content comprehension in the educational environment, confidence, and refining instructional learning segments. The purpose was to increase the capacity and implementation of project-based learning through teacher professional development that afforded distinctive methods in which teachers acted as a team with a variety of learning tasks, assessments, tools and materials. Consideration was given to educational collaboration and support, the influence of teacher mindset and self-certitude, resource impediments, and improving student participation. The results denoted valuable inferences of how professional development for teachers could guide the function of project- based learning in the learning environment.

scholarly journals Criação de comunidades virtuais de aprendizagem colaborativa para a formação contínua de professores / Building virtual collaborative learning communities for teacher professional development

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Manuel Meirinhos ◽  
António Osório
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Teacher Professional Development ◽  
Virtual Communities ◽  
Collaborative Learning Communities ◽  
Teacher Professional ◽  
Distance Interaction

ABSTRACT This paper aims to describe the model of development of virtual communities, based on b-learning and aiming to achieve collaborative learning, as users develop distance interaction skills. In a society where a lifelong learning culture is increasingly needed, for the development of virtual communities intermingled with concepts of collaboration, learning environment and b-learning, allowing to devise innovative training forms, according to the needs demanded by the new society. RESUMO Este trabalho tem como finalidade descrever o modelo de desenvolvimento de comunidades virtuais, com base na modalidade b-learning e visando alcançar a aprendizagem colaborativa, à medida que os utilizadores desenvolvem competências de interação a distância. Numa sociedade onde a cultura de aprendizagem permanente é cada vez mais uma necessidade, no desenvolvimento de comunidades virtuais entrecruzam-se conceitos de colaboração, de ambiente de aprendizagem e de b-learning, que nos permitem idealizar formas inovadoras de formação, de acordo com as necessidades que a nova sociedade exige.Contato principal: [email protected]

Tinkering Studio at the Exploratorium

2019 ◽  
pp. 51-79
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Learning Communities ◽  
Teacher Professional Development ◽  
San Francisco ◽  
Problem Space ◽  
Museum Visitors ◽  
Teacher Professional ◽  
The Cost ◽  
Tangible Product

The Tinkering Studio is located in the Exploratorium Museum in San Francisco, California. The studio is at the forefront of research and evaluation on engagement and teacher professional development in the use of tinkering and making for learning. Divided into two spaces, a floor area for museum visitors and a learning studio for resident artists, allows scientists and exhibit developers to hone their craft and designs. Central to the visitor's experience is the problem space that permits deep engagement of a phenomena and the opportunity to devise meaning through the process of making or in this case tinkering. Tinkering, in the broadest sense, overlaps a great deal with making. Tinkering oftentimes does not lead to a tangible product, and at times there is focus on aesthetics at the cost of functionality as one tinkers. Learning communities can be a challenge in the space due to the drop-in nature of the visits. Learning communities are formed through a carefully designed learning environment that supports social interactions and educators in the space that connect learners. This chapter explores the Tinkering Studio at the Exploratorium Museum.

Micro-Case Videos

2020 ◽  
pp. 310-331 ◽  
Author(s):  
Fadime Ulusoy
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Prospective Teachers ◽  
Student Thinking ◽  
Classroom Learning Environment ◽  
Classroom Context ◽  
Classroom Learning ◽  
Professional Noticing ◽  
Development Environment ◽  
Problem Situations

Teachers' professional noticing of student thinking is a complex and challenging issue as being parallel with the complexity of students' ideas. Prospective teachers do not naturally notice details of student thinking in an unedited classroom video due to complexity and limitations of classroom context. This chapter identifies micro-case videos as a particular alternative to promote prospective teachers' noticing abilities by enabling them to directly attend and interpret students' thinking and strategies. In addition to the definition and characteristics of micro-case videos, this chapter articulates the production of micro-case videos used to support prospective teachers' professional noticing abilities. A micro-case video includes a collection of selected-edited events concerning a learner's thinking on content-related tasks or problem situations in a non-classroom learning environment. Incorporating micro-case videos in video-based professional development environment promotes a detailed and focused examination of student thinking.

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