Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development

2020 ◽  
Author(s):  
Wendy Cavendish ◽  
Ignacio Barrenechea ◽  
Ayanna F. Young ◽  
Edgar Díaz ◽  
Mary Avalos
Keyword(s):  
Professional Development ◽  
Urban Teachers ◽  
Teachers Perspectives

US urban teachers’ perspectives of culturally competent professional development

2013 ◽  
Vol 40 (2) ◽  
pp. 282-294 ◽  
Author(s):  
Sara B. Flory ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Anne Murphy ◽  
Barbara Blum ◽  
...  
Keyword(s):  
Professional Development ◽  
Culturally Competent ◽  
Urban Teachers ◽  
Teachers Perspectives

Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

2019 ◽  
pp. 41-58
Author(s):  
Amber Grace Candela
Keyword(s):  
Professional Development ◽  
Quality Assessment ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Quality ◽  
Mathematics Classrooms ◽  
Development Tool ◽  
Teachers Perspectives ◽  
Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

scholarly journals Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

2018 ◽  
Vol 28 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Alfredo Bautista ◽  
Joanne Wong ◽  
Alberto Cabedo-Mas
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Professional Growth ◽  
Classroom Practices ◽  
Music Teachers ◽  
Interview Study ◽  
Learning Approach ◽  
Peer Observation ◽  
Professional Development Needs ◽  
Teachers Perspectives

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

Teachers' perspectives on professional development

1996 ◽  
Vol 10 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Kusum Singh ◽  
Linda M. Shifflette
Keyword(s):  
Professional Development ◽  
Teachers Perspectives
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