From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE, teacher education, school entry and professional development

2013 ◽  
Vol 18 (6) ◽  
pp. 749-766 ◽  
Author(s):  
Dely L. Elliot ◽  
Matthew Atencio ◽  
Theresa Campbell ◽  
Mike Jess
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practices ◽  
Primary Teachers ◽  
School Entry ◽  
Teachers Experiences ◽  
Education School

The Importance of Making Teaching Practices Public, Shareable, and Usable

2019 ◽  
pp. 1-42
Author(s):  
J. Bernardino Lopes ◽  
Maria Clara Viegas ◽  
José Alexandre Pinto
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Learning Process ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Open Science ◽  
Professional Practices ◽  
Multimodal Data ◽  
Education Professional Development ◽  
Depth Study

It is acknowledged that to improve the value of the learning process and outcomes in areas such as science, technology, engineering and math, the teaching quality needs to be enhanced. Therefore, it is crucial to have access to real teaching practices. The multimodal narrative (MN) tool allows teaching practices to become public, sharable, and usable (open science perspective), preserving their holistic, complex, and ecological nature. This tool has characteristics and a structure that enable an in-depth study of teaching practices, in different contexts, with several purposes (e.g., teacher education, professional development, and research). This chapter presents MNs and the necessary steps involved in collecting multimodal data, structuring the narrative, and validating the document. MNs can be used by teachers and researchers, or other professionals, with multiple specific objectives, globally contributing to improving professional practices.

Disrupting Relationships

2011 ◽  
pp. 16-31 ◽  
Author(s):  
Vicki Stieha ◽  
Miriam Raider-Roth
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching Practices ◽  
Teaching Practice ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Experiences ◽  
Evolutionary Step ◽  
Teachers Professional Development ◽  
The Individual

Can the disruption of teachers’ relationships with themselves, as both teachers and learners, be a source for professional growth? In this chapter the authors explore teachers’ professional development experiences as a source for disrupting relationships with the “self-as-teacher” and “self-as-learner” and the way this process can facilitate innovative changes in their teaching practices. While some may view “disrupting relationships” as a negative move, the chapter will frame a view of such relational ruptures with subsequent repair as potentially growth fostering. In contrast to a view that sees disrupting relationships as a negative move, this work provides a view of reconciliation and repair as one that propels the individual forward – a move that is steeped in learning about self and about other. Developmentally, the authors understand the sense of disconnection, or rupture, as an essential “evolutionary” step as individuals continue to move beyond their mental and emotional boundaries increasing growth and learning (Kegan, 1982, 1994). In seeking to understand the teachers’ experiences, this work provides an intimate and descriptive picture of the negotiations participants made during and after an extended professional development seminar vis-à-vis their learning and teaching practice. In doing so, the authors make visible the complicated processes involved as teachers question conventional practices and invite innovation into their classrooms.

“It was two hours […] the same old thing and nothing came of it”

2018 ◽  
Vol 6 (2) ◽  
pp. 295-320
Author(s):  
Laoise Ní Thuairisg
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Primary Teachers ◽  
Policy And Practice ◽  
Professional Experiences ◽  
Professional Challenges ◽  
Depth Analysis ◽  
Teachers Experiences ◽  
Professional Development Needs

Abstract This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training

2019 ◽  
pp. 434-439
Author(s):  
Niamh O´Meara ◽  
Fiona Faulkner
Keyword(s):  
Professional Development ◽  
Conceptual Understanding ◽  
Teaching Practices ◽  
Mathematics Curriculum ◽  
Primary Teachers ◽  
Teaching Approaches ◽  
Pedagogical Training ◽  
Part Time ◽  
Mathematics For Teaching ◽  
The Impact

The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.

scholarly journals What We Owe to Donald Schön: Three Educators in Conversation

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Allan MacKinnon ◽  
Anthony Clarke ◽  
Gaalen Erickson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practices ◽  
Research Literature ◽  
Experienced Teachers ◽  
Development Programs ◽  
Narrative Style ◽  
The Past ◽  
Research And Teaching ◽  
The Many

Readers with even a casual acquaintance with the research literature in the field of teacher education over the past 25 years will be aware of the dramatic increase in the use of the term ‘reflection’ to describe desired attributes [outcomes/behaviours] of participants in professional development programs for both novice and experienced teachers. Our intent is to draw upon our own collective experiences in our research and teaching practices to map out how and why we initially became intrigued with the many meanings associated with the term and how our understandings have changed over the past 25 or so years. We think that this type of ‘reflection-upon-experience’ is best revealed through the use of a narrative style and therefore we deliberately use a conversational format to convey our story.

A case study exploring primary teachers’ experiences of a STEM education school-university partnership

2021 ◽  
pp. 1-15
Author(s):  
Miriam Hamilton ◽  
Anne O’ Dwyer ◽  
Aisling Leavy ◽  
Mairéad Hourigan ◽  
Claire Carroll ◽  
...  
Keyword(s):  
Stem Education ◽  
Primary Teachers ◽  
Teachers Experiences ◽  
Education School ◽  
University Partnership
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