Professional development for scaling pedagogical innovation in the context of game-based learning: teacher identity as cornerstone in “shifting” practice

2014 ◽  
Vol 43 (5) ◽  
pp. 423-437 ◽  
Author(s):  
Yam San Chee ◽  
Swati Mehrotra ◽  
Jing Chuan Ong
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Game Based Learning ◽  
Pedagogical Innovation

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Pedagogical Approach ◽  
Pedagogical Innovation

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns

2019 ◽  
Vol 70 (5) ◽  
pp. 552-566
Author(s):  
Rita Elaine Silver ◽  
Galyna Kogut ◽  
Thi Canh Dien Huynh
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Teacher Professional Development ◽  
Local Conditions ◽  
Pedagogical Innovation ◽  
Cultural Appropriateness ◽  
Teacher Understanding ◽  
Teacher Professional ◽  
Innovation Analysis ◽  
Pedagogical Innovations

Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process.

scholarly journals An Interactive Information System That Supports an Augmented Reality Game in the Context of Game-Based Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 82
Author(s):  
Maria Cristina Costa ◽  
Paulo Santos ◽  
João Manuel Patrício ◽  
António Manso
Keyword(s):  
Professional Development ◽  
Information System ◽  
Augmented Reality ◽  
Grade Level ◽  
Web Application ◽  
Mobile Augmented Reality ◽  
Game Based Learning ◽  
Celestial Bodies ◽  
Augmented Reality Game ◽  
The Web

Mobile augmented reality applications are gaining prominence in education, but there is a need to design appropriate and enjoyable games to be used in educational contexts such as classrooms. This paper presents an interactive information system designed to support the implementation of an augmented reality application in the context of game-based learning. PlanetarySystemGO includes a location-based mobile augmented reality game designed to promote learning about the celestial bodies and planetary systems of the Universe, and a web application that interacts with the mobile device application. Besides face-to-face classes, this resource can also be used in online classes, which is very useful in social isolation situations as the ones caused by the COVID-19 pandemic. Furthermore, it is the inclusion of the web application, with a back-office, in the information system that makes it possible to include curricula contents according to the grade level of students. Moreover, it is intended that teachers use the information system to include the contents they find appropriate to the grade level they teach. Therefore, it is crucial to provide their professional development to be able to use this resource. In this regard, a pilot study was conducted with teachers who participated in a STEM professional development programme in order to assess if the system is appropriate to be used by them. It is concluded that teachers found this resource relevant to motivate students to learn, and also acknowledged that the web application facilitated the introduction of appropriate curricula contents and also was useful to assess student performance during the game. Teachers need support, however, to implement these types of technologies which are not familiar to them. The necessary support can be provided through collaboration among the researchers and teachers in their schools. Besides engaging students to learn about celestial bodies, it is concluded that the information system can be used by teachers to introduce appropriate curricula contents and to be implemented in class.

Language Teacher Agency

2021 ◽  
Author(s):  
Jian Tao ◽  
Xuesong (Andy) Gao
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Language Teachers ◽  
Teacher Agency ◽  
Collective Agency ◽  
Language Teacher ◽  
Layered Model ◽  
Knowledge Based ◽  
Multiple Levels ◽  
Development Of Language

This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

2021 ◽  
pp. 002248712110591
Author(s):  
Mostafa Nazari ◽  
Peter I. De Costa
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Professional Learning ◽  
Teacher Identity ◽  
Critical Incidents ◽  
Professional Socialization ◽  
Language Teacher ◽  
Language Teacher Identity ◽  
Development Course

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

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