Classroom teachers as mentors: Possibilities for participation in a professional development school context

1995 ◽  
Vol 11 (4) ◽  
pp. 331-344 ◽  
Author(s):  
Randi Nevins Stanulis
Keyword(s):  
Professional Development ◽  
Professional Development School ◽  
School Context ◽  
Classroom Teachers

Teacher Education: study on professional development in Productions published on the CAPES journals portal

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Luiz Anselmo Menezes Santos ◽  
Antônio Hamilton Dos Santos ◽  
Viviane Novaes de Souza ◽  
Hudson Leonardo Cordeiro de Moura
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
School Context ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Education Study ◽  
Teacher Professional ◽  
Knowledge Type ◽  
New Instruments ◽  
Selection Of

This study aimed to identify and analyze scientific publications related to training that address professional development. It was based on the selection of articles from the CAPES Journal Portal database, in which 12 references were analyzed. Among the main authors that supported this work, choose: (Garcia, 1999), (André, 2017), (Alarcão, 2014), (Gatti & Barreto, 2009) who have a great contribution in research on teacher professional development. The methodology used, according to (Morosini & Fernandes, 2014), stands out as a review of the literature, of the state of knowledge type. The results show that it is necessary for the teacher to develop professionally, always renewing his knowledge, overcoming the difficulties present in the school context, introducing new instruments and mechanisms so that the classes have more meanings and senses and consequently a solidification in relation to the - students' learning, thus contributing to the existence of comprehensive training.

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

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