scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

scholarly journals Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

2020 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Ilona-Elefteryja Lasica ◽  
Maria Meletiou-Mavrotheris ◽  
Konstantinos Katzis
Keyword(s):  
Professional Development ◽  
Augmented Reality ◽  
Technology Acceptance ◽  
Teacher Professional Development ◽  
Development Program ◽  
Educational Process ◽  
First Century ◽  
Future Research ◽  
Teacher Professional ◽  
The Impact

The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.

scholarly journals Teacher Professional Development in Mathematics and Science: A Blended Learning Approach

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Margaret Sinclair ◽  
Ron Owston
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Classroom Practices ◽  
School Level ◽  
Online Groups ◽  
Teacher Professional ◽  
The Impact ◽  
Mathematics And Science

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.

scholarly journals Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

2021 ◽  
Vol 12 (1) ◽  
pp. 2
Author(s):  
Elisabeth Ramos-Rodríguez ◽  
Elvira Fernández-Ahumada ◽  
Astrid Morales-Soto
Keyword(s):  
Mathematical Modeling ◽  
Professional Development ◽  
Effective Teacher ◽  
Development Programs ◽  
Mathematical Skills ◽  
Effective Training ◽  
Teacher Professional ◽  
Professional Development Programs ◽  
The Impact

A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.

scholarly journals ANALISIS KEBUTUHAN PENGEMBANGAN KEPROFESIAN GURU SMP NEGERI 1 PONTIANAK MELALUI PENILAIAN DIRI

2021 ◽  
Vol 5 (2) ◽  
pp. 154
Author(s):  
Yuyun Yuniarti
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Survey Research ◽  
Teacher Professional Development ◽  
Development Program ◽  
The Self ◽  
Development Programs ◽  
Self Assessment ◽  
Teacher Professional ◽  
Professional Development Programs

Abstract This research is a survey research to determine teacher professional development programs that can be carried out by schools through teacher self-assessment. The results of this study can be used to determine professional development programs that can be carried out by schools based on self-assessment according to the needs of teachers. The self-assessment carried out by the teacher to analyze the need for Teacher Professional Development is carried out with a questionnaire that includes a person's strengths and weaknesses, Desired or required Career or Professional Development and the reasons for choosing the career development. Based on the survey, it can be seen that there is a comparison between the strengths of teachers and their weaknesses for the four competencies that teachers must have, it is also in accordance with the professional development program needed to improve the four competencies of teachers. Keywords: Self-Assessment, Teacher Professional Development

scholarly journals Teacher Professional Development in Brazil: Colonization of Teachers’ Voices

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniele Nascimento
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Post Colonial ◽  
Master's Thesis ◽  
Teacher Professional ◽  
Professional Development Programs

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many  ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.

The “Whole Approach”: An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT

2005 ◽  
Vol 32 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Margaret Lloyd ◽  
Campbell McRobbie
Keyword(s):  
Professional Development ◽  
Field Study ◽  
Case Studies ◽  
Teacher Professional Development ◽  
Effective Teacher ◽  
Development Programs ◽  
School Based ◽  
Teacher Professional ◽  
Integration Of Ict ◽  
Professional Development Programs

The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.

scholarly journals PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY

2020 ◽  
Vol 20 (1) ◽  
pp. 95-110
Author(s):  
Angga Dwi Cahyo Andar Diputro ◽  
Pratnyawati Nuridi Suwarso
Keyword(s):  
Professional Development ◽  
Narrative Inquiry ◽  
Teacher Professional Development ◽  
Development Program ◽  
Teacher Professionalism ◽  
Teacher Roles ◽  
Development Programs ◽  
Teacher Competencies ◽  
Teacher Professional ◽  
The Law

Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies. 

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