A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

Conceptual Framework ◽

Real Life ◽

Development Model ◽

Teaching Model ◽

Global Competencies ◽

Model Based ◽

Effective Training ◽

Teaching Of Mathematics

This chapter aims to provide an in-service teaching model, which is named as a “reflective teachers-as-designers professional development model” based on the literature, designed to give teachers an understanding of teaching that focuses on developing real-life contexts and developing global competencies. First, the conceptual framework for the learning of teachers and their capacity as designers are discussed. Then, content components and process components of the model are presented by providing the rationale behind each element.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

Online Learning ◽

10.24059/olj.v16i2.216 ◽

2012 ◽

Vol 16 (2) ◽

Cited By ~ 1

Author(s):

Barbara C. Storandt ◽

Lia C. Dossin ◽

Anna Piacentini Lacher

Keyword(s):

Development Model ◽

Online Faculty ◽

Faculty Professional Development ◽

Online Instructors ◽

Face To Face ◽

Learner Outcomes ◽

Course Experience ◽

Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

A professional development model for middle school teachers of mathematics

International Journal of Mathematical Education in Science and Technology ◽

10.1080/0020739x.2011.611908 ◽

2011 ◽

Vol 42 (7) ◽

pp. 951-961 ◽

Cited By ~ 1

Author(s):

G. Harris ◽

T. Stevens ◽

R. Higgins

Keyword(s):

Middle School ◽

Middle School Teachers ◽

Development Model ◽

School Teachers ◽

Professional Development Model

A Year-Round Professional Development Model for World Language Educators

Foreign Language Annals ◽

10.1111/j.1944-9720.2009.01017.x ◽

2009 ◽

Vol 42 (2) ◽

pp. 195-209 ◽

Cited By ~ 1

Author(s):

Tracy M. Steele ◽

Margaret D. Peterson ◽

Duarte M. Silva ◽

Amado M. Padilla

Keyword(s):

Development Model ◽

World Language ◽

Professional Development Model

PHOTON2: A web-based professional development model for photonics technology education

10.1117/12.564898 ◽

2004 ◽

Cited By ~ 2

Author(s):

Nicholas M. Massa ◽

Barbara A. Washburn ◽

Marijke Kehrhahn ◽

Judith F. Donnelly ◽

Fenna D. Hanes

Keyword(s):

Technology Education ◽

Development Model ◽

Web Based ◽

Professional Development Model

Improved Professional Development Through Teacher Leadership

The Rural Educator ◽

10.35608/ruraled.v26i2.511 ◽

2018 ◽

Vol 26 (2) ◽

Author(s):

Wesley D. Hickey ◽

Sandra Harris

Keyword(s):

Staff Development ◽

Teacher Leadership ◽

Teacher Leaders ◽

Exemplary Teachers ◽

Development Model ◽

Faculty Effectiveness ◽

Teaching Faculty ◽

The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch089 ◽

2016 ◽

pp. 1930-1950

Author(s):

Thomas Cochrane ◽

Vickel Narayan ◽

Victorio Burcio-Martin

Keyword(s):

Social Media ◽

Development Strategy ◽

21St Century ◽

Learning Technologies ◽

Development Model ◽

Pedagogical Practice ◽

Media Learning ◽

Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch023 ◽

2016 ◽

pp. 507-525

Author(s):

Thomas Cochrane ◽

Vickel Narayan ◽

Victorio Burcio-Martin

Keyword(s):

Social Media ◽

Development Strategy ◽

21St Century ◽

Learning Technologies ◽

Development Model ◽

Pedagogical Practice ◽

Media Learning ◽

Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Systematic Support for STEM Pre-Service Teachers

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch027 ◽

2016 ◽

pp. 541-558

Author(s):

Reenay R.H. Rogers ◽

Jodie Winship ◽

Yan Sun

Keyword(s):

Learning Experience ◽

The United States ◽

Department Of Education ◽

Development Model ◽

Stem Learning ◽

12Th Grade ◽

Teacher Workforce ◽

K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Blending Professional Development for Rural Educators An Exploratory Study

Combining E-Learning and M-Learning ◽

10.4018/978-1-60960-481-3.ch014 ◽

2011 ◽

pp. 225-238

Author(s):

Andrew Kitchenham

Keyword(s):

Blended Learning ◽

Supply And Demand ◽

Development Model ◽

Teacher Supply ◽

Teacher Supply And Demand ◽

Social Sciences And Humanities ◽

Advantages And Disadvantages ◽

Learning Principles

Blended learning is a process by which educators use varied web-, print-, and classroom-based techniques to present a specific set of skills to a group of adult learners. In this chapter, the author argues that Rossett, Douglis, and Frazee’s (2003) blended learning model is superior to others’ as it is based on adult-learning principles. In March, 2007, the researcher and one colleague conducted a Social Sciences and Humanities Research Council (SSHRC) federal study on teacher supply and demand issues in Northern Canada. As part of the questionnaire and interview data, the participants (n = 113) were asked to comment on professional development models currently used and models to be considered. In particular, comments on the use of blended learning as a viable method of e-professional development model were favourable. In follow up to those comments, the main researcher provided professional development model exemplars and asked the participants to discuss the advantages and disadvantages for the rural professionals. The results of this study are promising as the majority of participants chose blended learning as their primary choice for professional development.