Designing Personalized Online Teaching Professional Development through Self-Assessment

TechTrends ◽  
2017 ◽  
Vol 61 (5) ◽  
pp. 444-451 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Tracy Miller
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Self Assessment ◽  
Teaching Professional Development ◽  
Teaching Professional

scholarly journals A case study of trainee teachers' mental models of history teaching before and after an initial history teaching professional development course

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Charles Adabo Oppong
Keyword(s):  
Professional Development ◽  
Mental Models ◽  
Intervention Strategy ◽  
Cape Coast ◽  
History Teaching ◽  
Trainee Teachers ◽  
Before And After ◽  
Teaching Professional Development ◽  
Development Course ◽  
Teaching Professional

The study compares 28 third-year University of Cape Coast trainee teachers' perceptions and mental models of history teaching before and after an initial history teaching professional development course – the Methods of Teaching History Course – to prepare them to teach history. The History Course was an intervention strategy built around episodic memory theory. The research questions were: Do trainees' perceptions (mental models) of history teaching remain the same or change during the History Course? If they change, how and why? Research involved all 28 trainees before and after they took the course through the use of a questionnaire and vignettes, plus a post-course interview of 12 of the trainees. The researcher used a deductive approach to analyse data about three aspects of the trainees' history teaching mental models: pedagogy, teaching styles as illustrated through classroom organization, and how students learn history. Findings revealed a marked difference between the trainees' pre- and post-course mental models of what school history is and how it should be taught. The trainees' pre-course mental models changed as a result of the knowledge and understanding they acquired during the History Course. A major finding was that such professional development courses need fully to take account of trainees' pre-course conceptions that shape their mental models of history teaching.

scholarly journals Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise

2016 ◽  
Vol 10 (1) ◽  
pp. 7
Author(s):  
Janne Fauskanger ◽  
Reidar Mosvold ◽  
Morten Søyland Kristensen
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Mathematics Teachers ◽  
Experienced Teachers ◽  
Teachers Beliefs ◽  
Teaching Professional Development ◽  
Survey Responses ◽  
Teaching Professional

I denne artikkelen analyserer vi matematikklæreres oppfatninger om evnen til å undervise. Innholdsanalyse av 40 erfarne læreres svar på en spørre­undersøkelse, viser at flere ser på aspekter ved evnen til å undervise som medfødt, eller medfødt for noen. Lærere som ser på evnen til å undervise som medfødt, vil kunne nedvurdere betydningen av etter- og videreutdanning, og foretrekke å få tips de kan ta direkte inn i undervisningen uten å forstå hvorfor tipsene eventuelt virker. Vi mener følgelig at det er viktig å kartlegge slike oppfatninger i forbindelse med etter- og videreutdanning av matematikklærere.Nøkkelord: matematikklærere, oppfatninger, evner, undervisning, etter- og videreutdanningAbstractIn this article, we analyze mathematics teachers’ beliefs about the ability to teach. Content analysis of 40 experienced teachers’ survey responses shows that several teachers consider aspects about the ability to teach as innate, or innate for some. Teachers who look at the ability to teach as innate, might depreciate the meaning of professional development, and prefer to get tips that can be directly applied in their teaching without having to understand why the tips work. Based on these findings, we argue that it is important to measure such beliefs in connection with professional development of mathematics teachers.Keywords: mathematics teachers, beliefs, ability, teaching, professional development

scholarly journals Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

2017 ◽  
Vol 5 (8) ◽  
pp. 68 ◽  
Author(s):  
Jacky Pow ◽  
Marina Wong
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Class Size ◽  
Small Class ◽  
Workplace Factors ◽  
Teaching Professional Development ◽  
The Individual ◽  
Simple Reduction ◽  
Enhance Student Learning ◽  
Teaching Professional

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers’ participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers’ concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching.

ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR”

2011 ◽  
Vol 16 (1) ◽  
pp. 185
Author(s):  
Momo Rosbiono
Keyword(s):  
Professional Development ◽  
Subject Matter ◽  
Academic Skills ◽  
Chemistry Teacher ◽  
Academic Needs ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Academic Knowledge ◽  
Teaching Professional Development ◽  
Teaching Professional

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).Key words: curriculum material, ATK model, ADIR mechanism.

scholarly journals Teaching Competencies for the Online Environment | Enseigner les compétences pour l’environnement en ligne

2016 ◽  
Vol 42 (3) ◽  
Author(s):  
Heather Marie Farmer ◽  
Jennifer Ramsdale
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Design Tools ◽  
Online Environment ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Active Teaching ◽  
Competency Area ◽  
Evaluation Of Professional Development ◽  
Portfolio Design

The goals of this study are to identify key competency areas that lead to success in online instruction and to develop a framework that supports professional development and self-assessment. To identify the key competency areas, skills and behaviours presented within current literature were analyzed. Secondly, gaps were identified and levels of competence were determined within each key competency area. The resulting analysis produced the Online Teaching Competency (OTC) Matrix including five competency areas: Community & Netiquette, Active Teaching/Facilitating, Instructional Design, Tools & Technology, and Leadership & Instruction. This leveled competency matrix can be used to inform professional development in the online teaching environment and is also a useful guide in the areas of self-assessment, portfolio design, and the development and evaluation of professional development opportunities. Cette étude a comme objectifs de cerner les principaux domaines de compétences qui mènent à la réussite de l’instruction en ligne et de développer un cadre qui soutient le développement professionnel et l’autoévaluation. Afin de cerner les principaux domaines de compétences, une analyse des aptitudes et comportements présentés dans les études actuelles a été réalisée. Deuxièmement, les écueils ont été cernés et les niveaux de compétence ont été déterminés au sein de chaque domaine de compétences. L’analyse qui en a résulté a généré la matrice des compétences de l’enseignement en ligne, comprenant cinq domaines de compétences : collectivité et nétiquette, enseignement actif/animation active, conception de l’instruction, outils et technologie, ainsi que leadership et instruction. Cette matrice graduée peut servir à façonner le développement professionnel dans un environnement d’enseignement en ligne. Elle sert aussi de guide pratique pour les domaines de l’auto-évaluation, de la conception de portfolio et du développement et de l’évaluation des occasions de développement professionnel.

scholarly journals LEARNING TRAJECTORIES BASED INQUIRY UNTUK MEMBANGUN MATHEMATICAL KNOWLEDGE FOR TEACHING GURU ANAK USIA DINI

PRISMA ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 123
Author(s):  
Merry Novianty
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Trajectories ◽  
Knowledge For Teaching ◽  
Teaching Professional Development ◽  
Teaching Professional

Guru mempunyai peran penting dalam meningkatkan kemampuan matematika anak. Oleh karena itu, Mathematical Knowledge for Teaching (MKT) harus dibangun dan ditingkatkan agar dapat melakukan kegiatan pengembangan dengan baik.  Untuk meningkatkan kualitasnya, para guru diharapkan terlibat dalam pengembangan profesional atau Professional Development Program (PDP). PDP merupakan sarana untuk menigkatkan dan mempertahankan pengetahuan dan keterampilan yang berkaitan dengan kehidupan profesional guru. Dalam pengembangan program tersebut, diperlukan sebuah model pembelajaran sebagai pedoman pelaksanaannya. Model tersebut diharapkan dapat memancing logika dan pengetahuan guru dalam mengajar matematika. Learning Trajectories Based Inquiry (LTBI) merupakan lintasan belajar dengan menekankan kepada proses mencari dan menemukan. Dalam hal ini, pengetahuan dibangun melalui proses pencarian, serta proses berpikir kritis dan analitis untuk merumuskan kesimpulan. Makalah ini akan membahas apa yang dimaksud dengan Learning Trajectories Based Inquiry (LTBI), bagaimana merancang model LTBI dalam pelaksanaan Professional Development Program (PDP). Serta bagaimana pelaksanaan PDP dengan model LTBI dapat membangun MKT. Keywords:  Learning Trajectories Based Inquiry, Mathematical Knowledge for Teaching, Professional Development Program 

Sign in / Sign up

Export Citation Format

Share Document