Player professional development: A case study of teacher resiliency within a community of practice

2017 ◽  
Vol 66 ◽  
pp. 349-359
Author(s):  
Antero Garcia ◽  
Mark Gomez
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Resiliency

Making Educator Professional Development More Accessible and Inclusive With Mobile Teacher

2022 ◽  
pp. 453-467
Author(s):  
Katherine Guevara
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Community Of Practice ◽  
Appreciative Inquiry ◽  
Teaching Practices ◽  
Teaching Practice ◽  
English Speaker ◽  
Global Community ◽  
Majority World

This chapter describes how curious and reflective TESOL educators can engage in ongoing appreciative inquiry by participating in a unique global community of practice facilitated through an app called Mobile Teacher that also works offline. With the aim of recognizing and sharing the expertise of non-native English speaker TESOL educators who are primarily BIPOC and women working in the majority world, teachers are encouraged to watch short videos of colleagues' effective teaching practices, try out the practices with their students, and in turn share videos describing or demonstrating their own proven techniques. Through a case study of using Mobile Teacher with teachers in Ecuador, the author provides a self and group reflection guide based on the 4D appreciative inquiry framework to establish a definition and examples of effective teaching practice, and a video script template to complete in preparation for recording and sharing an effective teaching practice.

scholarly journals ”Ingen kan bygge romferge alene” - Læreres utbytte av faglig etterutdanning innen romteknologi. "“You can’t build the space shuttle all alone!” - How teachers benefit from partici pating in an in-service course in space technology"

2012 ◽  
Vol 8 (3) ◽  
pp. 213-226
Author(s):  
Hanne Mehli ◽  
Berit Bungum
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Science Teachers ◽  
Space Shuttle ◽  
Space Technology ◽  
Short Term ◽  
Scientists And Engineers ◽  
Teachers Professional Development ◽  
Depth Interviews

This article reports a case study of how science teachers benefit from participation in an in-service course on space technology at Andøya Rocket Range in Northern Norway. The course deviates from current policy for teachers’ professional development by being short-term, targeting individual teachers and by having a somewhat narrow subject focus. In this course, teachers work closely with space scientists and engineers, forming a community of practice in highly technological settings. The transfer of this experience to classroom teaching is clearly challenging. By means of in-depth interviews, we have investigated teachers’ outcome from the course and how they see it benefiting their teaching. Results indicate three main categories of outcome: Affective outcome; content knowledge and practical skills; and technological process knowledge. This outcome is found to have an indirect, yet important, influence on the teaching of science that should be taken into account in policy for science teachers’ professional development.

Community of practice or affinity space: A case study of a professional development MOOC

2016 ◽  
Vol 32 (1) ◽  
pp. 101-119 ◽  
Author(s):  
Kyle M.L. Jones ◽  
Michael Stephens ◽  
Jennifer Branch-Mueller ◽  
Joanne de Groot
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Affinity Space

scholarly journals Re-engaging with Primary Mathematics Through Sustained Professional Development: A Case Study

2017 ◽  
Vol 7 (1) ◽  
pp. 3-18
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Primary School ◽  
Community Of Practice ◽  
Mathematics Teachers ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Teacher Engagement

This paper reports on aspects of a case study of sustained professional development to improve teacher and student engagement with mathematics. Teachers from Grades 3 to 6 in one Western Sydney primary school were involved with a professional development program over the course of 18 months. Prior to this, the teachers limited opportunities to engage with any mathematics-related professional development. The professional development program resulted in improved teacher engagement and the development of a community of practice within the school. Findings from the study align with recommendations from literature that teachers must be provided with opportunities for continuing professional development that is self-nominated and focused on individual needs as well as group needs.

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