scholarly journals Editorial

2012 ◽  
Vol 29 (1) ◽  
pp. 5-6
Keyword(s):  
Professional Development ◽  
Mission Statement ◽  
Research And Practice

The first issue of volume 29 introduces two significant innovations to the journal's development. The first is the introduction of a section dedicated to contributions by teachers and practitioners, whilst the second is a page on the BJME website which focuses on bringing to the attention of teachers articles from previous issues of the journal. The motivation for both of these sections is the furtherance of one of the BJME's original aims and mission statement which was and is ‘to strengthen connections between research and practice, so enhancing professional development and improving practice’; and ‘to help us towards a better-informed and possibly more cohesive profession’.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

Research into Practice: 29 Years of Classroom Teaching

2019 ◽  
pp. 54-59
Author(s):  
Daniel J. Brahier
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Teaching Experiences ◽  
Research And Practice ◽  
University Professor ◽  
K 12 ◽  
Successful Teaching

The preparation and professional development of mathematics teachers requires instructors who are not only proficient in their content and pedagogy but can bring successful teaching experiences to the classroom. In this paper, the author shares his experience of 29 years of simultaneously teaching in a K-12 secondary school, while also serving as a university professor who teaches mathematics methods courses. Examples of classroom experiences that enhanced university methods courses are described, as are some of the benefits of teaching in both settings to connect research and practice in mathematics teaching.

By Way of Introduction: Show Me the Mathematics!

2006 ◽  
Vol 13 (1) ◽  
pp. 4-5
Author(s):  
P. Mark Taylor
Keyword(s):  
Professional Development ◽  
Mission Statement ◽  
Mathematics Learning ◽  
Pedagogical Strategies ◽  
Mathematical Ideas ◽  
Link Type

The Editorial Panel of Teaching Children Mathematics (TCM) welcomes you to volume 13! We are committed to the goals and ideals summarized in TCM's mission statement, which can be found at the bottom of the masthead page of each issue. The mission statement embraces the NCTM ideal of more and better mathematics for all students through the exchange of mathematical ideas, activities, and pedagogical strategies and through sharing and interpreting research. In view of NCTM's professional development focus of the year—“Show Me the Mathematics: Learning through Representation” (www.nctm.org/focus/)—we would like to highlight the specific mathematics represented in this volume of Teaching Children Mathematics.

Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e

2015 ◽  
Vol 20 (1-2) ◽  
pp. 12-28 ◽  
Author(s):  
Annemarie H. Hindman ◽  
Emily K. Snell ◽  
Barbara A. Wasik ◽  
Kandia N. Lewis ◽  
Carol Scheffner Hammer ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Research And Practice
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