The Impact of an Alternative Evaluation for Group Work in Teacher Education on Students' Professional Development

2000 ◽  
Vol 22 (1) ◽  
pp. 43-58
Author(s):  
Xu Di ◽  
S. J. Lee
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Group Work ◽  
Alternative Evaluation ◽  
The Impact

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

Implementation of the Chain Reaction Project in Georgia

2019 ◽  
pp. 70-81
Author(s):  
Marika Kapanadze
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Teacher Professional Development ◽  
State University ◽  
Chain Reaction ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

Ilia State University (ISU) is one of Georgia's leading universities in teacher education and has taken part in a number of EU funded projects aimed at implementing new approaches to science teaching in Georgia, including those with an inquiry-based science education (IBSE) focus. This chapter gives an overview of the Chain Reaction project in Georgia, including discussion of the teacher professional development scheme, the perceptions of teachers following participation and implementation of the project, and the impact of Chain Reaction on students' motivation and teachers' professional development.

scholarly journals The programme for professional development of chemistry teachers’ assessment competency

2021 ◽  
pp. 52-52
Author(s):  
Biljana Tomasevic ◽  
Dragica Trivic ◽  
Vesna Milanovic ◽  
Lidija Ralevic
Keyword(s):  
Professional Development ◽  
Group Work ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Educational Standards ◽  
Programme Implementation ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Achievement Standards ◽  
The Impact

The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: (i) the assessment as a support for chemistry learning; (ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; (iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; (iv) designing tasks for monitoring students? progress towards certain educational standards. Teachers? responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.

Some Effects of the Teacher Development Program in Victoria

1982 ◽  
Vol 26 (1) ◽  
pp. 86-98 ◽  
Author(s):  
Lawrence Ingvarson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Development ◽  
Development Program ◽  
Medium Term ◽  
Tertiary Institutions ◽  
Factors Influencing ◽  
The Impact

The study traces changes in teachers’ views of in-service education during the first three years of the Development Program initiated by the Schools Commission in 1974. It also examines the impact of in-service in relation to other factors influencing change and professional development. The findings are discussed in relation to the recent National Inquiry into Teacher Education, the Auchmuty Report, which recommends an increase in the amount of in-service education available to teachers, particularly that which tertiary institutions might provide through a formal, credentialized system of medium-term courses. It is argued that the evidence of the survey points to the importance of strengthening, instead, informal systems of in-service education provision which enable teachers to help and learn from each other.

scholarly journals Teacher Educators as Role Models: A Qualitative Examination of Student Teachers’ and Teacher Educators’ Views towards Their Roles

2015 ◽  
Author(s):  
Mahsa Izadinia
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Role Models ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teaching English ◽  
Teachers Beliefs ◽  
The Impact

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone, Trohel, & Durand, 2005). This article highlights the impact of language teacher educators’ ideas and beliefs with regard to Teaching English as a Foreign Language (TEFL) and their teaching practices on their student teachers’ beliefs and perceptions about their role as language teachers. 20 Iranian language student teachers and ten teacher educators teaching at five universities in Tehran were interviewed. The interviews were coded and analyzed in order to develop themes. Considerable similarities were found between student teachers and their teacher educators in terms of their ideas and beliefs about language teaching.

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