Strategy‐based development of teacher educators' ICT competence through a co‐operative staff development project

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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Internationalizing teacher education curricula: opportunities for academic staff development

On the Horizon ◽

10.1108/oth-07-2017-0053 ◽

2018 ◽

Vol 26 (2) ◽

pp. 157-169

Author(s):

Mónica Lourenço

Keyword(s):

Professional Development ◽

Staff Development ◽

Global Education ◽

Teacher Educators ◽

Teaching Practice ◽

Academic Staff ◽

Development Program ◽

Content Type ◽

Academic Staff Development ◽

The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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Teaching integrated math and science: A curriculum and staff development project for the elementary school

Mathematicians and education reform - CBMS Issues in Mathematics Education ◽

10.1090/cbmath/001/06 ◽

1990 ◽

pp. 63-129

Author(s):

Howard Goldberg ◽

Philip Wagreich

Keyword(s):

Elementary School ◽

Staff Development ◽

Development Project ◽

Math And Science

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What's Going On…

The Arithmetic Teacher ◽

10.5951/at.28.2.0033 ◽

1980 ◽

Vol 28 (2) ◽

pp. 33

Keyword(s):

Staff Development ◽

Young Women ◽

Development Project ◽

Women In Mathematics

Math equals more than numbers. Equals is a staff development project to promote the participation of girls and young women in mathematics.

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From digital competence to Professional Digital Competence

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.4233 ◽

2021 ◽

Vol 5 (4) ◽

pp. 70-85

Author(s):

Aslaug Grov Almås ◽

Agnete Andersen Bueie ◽

Toril Aagaard

Keyword(s):

Student Teachers ◽

Teacher Educators ◽

Development Project ◽

Educational Opportunities ◽

Major Area ◽

Digital Competence ◽

Personal Lives ◽

Professional Careers ◽

Digital Knowledge ◽

Group Interviews

The authors of this article have collaborated as part of a steering group for Norwegian state-funded research and development project designed to enhance the professional digital competence (PDC) of both teacher educators, practising, and student teachers. In this article, we give voice to students’ experiences of their PDC development during teacher education (TE). We investigate their ideas on how TE might be developed to prepare them better for professional careers in a digital context. The participants are studying at a Norwegian university where, from 2018 to 2021, PDC has become a major area of focus as part of the aforementioned project. The data consist of four group interviews with 17 students from different campuses. We find that student teachers employ a broad range of digital technologies during TE. They experience a diversity of digital didactical practices and engage in thematic discussions concerning digitalization. They also utilise many technologies and apply the digital knowledge they have acquired in their personal lives. While some of them request more technical support during TE, most want to see TE engaging them in more critical discussions about the educational opportunities and challenges that digitalization offers. We discuss some of the dilemmas that TE must address to respond to these findings. In particular, we elaborate on how students’ digital experiences can be used as a resource when preparing for their professional roles as teachers.

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A Staff Development Project on Cooperative Learning

The Clearing House A Journal of Educational Strategies Issues and Ideas ◽

10.1080/00098655.1994.9956044 ◽

1994 ◽

Vol 67 (3) ◽

pp. 141-142

Author(s):

Janet L. Garvie

Keyword(s):

Staff Development ◽

Cooperative Learning ◽

Development Project

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Digital Stories Representing Agency Enhancement at Work

Adult Education Quarterly ◽

10.1177/0741713621989990 ◽

2021 ◽

pp. 074171362198999

Author(s):

Satu Hakanurmi ◽

Tuire Palonen ◽

Mari Murtonen

Keyword(s):

Staff Development ◽

Narrative Analysis ◽

Text Analysis ◽

Development Project ◽

Vantage Point ◽

Business Organization ◽

Attitudes And Practices ◽

Digital Stories ◽

The Relationship

This case study about agency enhancement at work in a business organization is based on narrative inquiry. After a staff development project lasting 2½ years, the employees produced digital stories concerning their meaningful moments at work. Through social interactional narrative analysis, multimodal transcription, and text analysis, we examined how agency was enhanced according the narratives. Agency enhancement involved the incoherency between present cognitive models, attitudes, and practices of work compared with inner or outer expectations. Employees used lifelong experiences in their digital stories, which provided a rich source of data, including the visuals and transcripts, offering a unique vantage point for narrative analysis. These digital stories revealed the sociocultural, transformative, and situational modalities of agency enhancement as well as the relationship between epistemic selves and sociocultural bindings in the reforming of agency.

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An Evaluation of the Mentoral Support Programme of Directorate of Staff Development

Pakistan Journal of Education ◽

10.30971/pje.v33i1.9 ◽

2016 ◽

Vol 33 (1) ◽

Author(s):

Tasleem Ullah ◽

SaleemUllah Jundran

Keyword(s):

Staff Development ◽

Teacher Educators ◽

Structured Interview ◽

Mentoring Program ◽

Chi Square ◽

Support Programme ◽

Chi Square Test ◽

High Expenditure ◽

Percentage Measure ◽

The Impact

It was an impact assessment study that was conducted to assess the impact of District Teacher Educators (DTE) mentoral support upon Primary School Teachers (PST) professional progress in Punjab. The Punjab Government’s Continuous Professional Development (CPD) Program had been initiated through Directorate of Staff Development (DSD). Five years have passed since the start of this program. High expenditure was expected to be consumed for this task. Its effectiveness or the impact of this program needed to be assessed. Thus, the objectives were to assess the PSTs professional progress in the eight areas of mentoral support program, in M.B.D in district. The Questionnaire and Structured-Interview were taken as instruments. Data was hereby analyzed through percentage measure and Chi-square test. The sample consisted of two types of population. It was based upon 120 PSTs and 40 Heads of Secondary / Higher Secondary Schools working as Cluster Training and Support Centre (CTSC) Heads. Conclusions indicated that PSTs were satisfied about their professional progress acquired through DTEs. However, CTSC Heads were not found satisfied about the impact of DSD’s mentoring program.

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