A longitudinal study of teacher change: what makes professional development effective?

2004 ◽  
Vol 15 (1) ◽  
pp. 45-68 ◽  
Author(s):  
Bill Boyle ◽  
David While ◽  
Trudy Boyle
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Teacher Change

scholarly journals THE DYNAMICS OF THE SUBSTANTIVE CHARACTERISTICS OF THE VALUE-MOTIVATIONAL COMPONENT OF STUDENTS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF STUDYING AT THE UNIVERSITY

2016 ◽  
pp. 120-125 ◽  
Author(s):  
I. S. Morozova ◽  
E. V. Voronova
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Future Orientation ◽  
Professional Knowledge ◽  
Professional Activity ◽  
First Year ◽  
Life Meaning ◽  
First Year Students ◽  
Semantic Component ◽  
The University

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

scholarly journals The professional development of primary school mathematics teachers through a design-based research methodology

Pythagoras ◽  
2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Piera Biccard
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Development ◽  
Mathematics Teachers ◽  
Teacher Change ◽  
African State ◽  
School Mathematics ◽  
Mathematical Content ◽  
Primary School Mathematics ◽  
One Year

This article sets out a professional development programme for primary school mathematics teachers. Clark and Hollingsworth’s model of teacher change provided the theoretical framework necessary to understand teacher change. A design study allowed for increased programme flexibility and participator involvement. Five volunteer primary school teachers teaching at South African state schools were involved in the programme for a period of one year and their pedagogy, use of mathematical content and context developed during the programme. Twenty lessons were observed over the year-long period. An observation rubric that specifically focused on mathematical pedagogy, use of context and mathematical content scale guided the researcher to gauge global changing teacher practices. Teacher growth was evident through their professional experimentation and changes in their personal domain. The design features emanating from the study are that teachers be given opportunities to experience reform tasks (e.g. model-eliciting tasks) in the role of learners themselves and teachers should be encouraged to use contextual problems to initiate concept development. More mathematical detail in lesson planning is also necessary. Furthermore, teachers need appropriately designed resource materials to teach in new ways. It is recommended that professional development includes teachers engaging collaboratively in solving rich tasks. This study adds to the growing body of knowledge regarding teacher development programmes that focus on how teachers change their own classroom practices.

scholarly journals Pathways that Converge in Teacher Professional Development: Are they present in Spain?

2015 ◽  
Vol 7 (3) ◽  
pp. 327 ◽  
Author(s):  
Elena MARTÍN
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Teacher Professional Development ◽  
Teacher Change ◽  
Quality Of Education ◽  
School Based ◽  
Teacher Professional ◽  
Points Of View ◽  
Spanish Education

ABSTRACT: The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students’ voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.

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