scholarly journals Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1275-1275
Author(s):  
Melanie Gerdes ◽  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr ◽  
Gretchen George
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Development Model ◽  
Food Literacy ◽  
Professional Development Model

Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

scholarly journals DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING

2016 ◽  
Vol 15 (3) ◽  
pp. 284-297
Author(s):  
Ana Valdmann ◽  
Miia Rannikmae ◽  
Jack Holbrook
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Self Efficacy ◽  
Development Model ◽  
Teacher Interviews ◽  
Classroom Implementation ◽  
Learning Modules ◽  
Teacher Needs ◽  
Professional Development Model ◽  
Teaching Learning

The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher’s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. Key words: constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ), 3-stage education through science (EtS) model.

Professional Development for Technology Integration into Differentiated Math Instruction

2017 ◽  
pp. 1-24
Author(s):  
Jackie HeeYoung Kim ◽  
Ardyth Foster ◽  
Moon-Heum Cho
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Development Model ◽  
Math Instruction ◽  
Pedagogical Content ◽  
Professional Development Workshop ◽  
Technology In Teaching ◽  
Professional Development Model ◽  
Design And Practice

To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily translates into the ability to effectively teach and learn with technology. Adopting a conceptual framework known as self-efficacy beliefs and TPACK, or technological pedagogical content knowledge (Mishra & Koehler, 2006), this chapter discusses the design of a professional development model, the goal of which is increasing the critical attribute of the successful professional development: self-efficacy. In an effort to provide empirical knowledge to support this design, this chapter further showcases a faculty member's approaches to connecting technology and pedagogy using the TPACK approach, while implementing a model designed to improve teachers' self-efficacy. Implications and guidelines for developing teachers' self-efficacy, through activities during the professional development workshop, are discussed.

Professional Development for Technology Integration Into Differentiated Math Instruction

2018 ◽  
pp. 732-755
Author(s):  
Jackie HeeYoung Kim ◽  
Ardyth Foster ◽  
Moon-Heum Cho
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Development Model ◽  
Math Instruction ◽  
Pedagogical Content ◽  
Professional Development Workshop ◽  
Technology In Teaching ◽  
Professional Development Model ◽  
Design And Practice

To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily translates into the ability to effectively teach and learn with technology. Adopting a conceptual framework known as self-efficacy beliefs and TPACK, or technological pedagogical content knowledge (Mishra & Koehler, 2006), this chapter discusses the design of a professional development model, the goal of which is increasing the critical attribute of the successful professional development: self-efficacy. In an effort to provide empirical knowledge to support this design, this chapter further showcases a faculty member's approaches to connecting technology and pedagogy using the TPACK approach, while implementing a model designed to improve teachers' self-efficacy. Implications and guidelines for developing teachers' self-efficacy, through activities during the professional development workshop, are discussed.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

A Year-Round Professional Development Model for World Language Educators

2009 ◽  
Vol 42 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Tracy M. Steele ◽  
Margaret D. Peterson ◽  
Duarte M. Silva ◽  
Amado M. Padilla
Keyword(s):  
Professional Development ◽  
Development Model ◽  
World Language ◽  
Professional Development Model

PHOTON2: A web-based professional development model for photonics technology education

2004 ◽  
Author(s):  
Nicholas M. Massa ◽  
Barbara A. Washburn ◽  
Marijke Kehrhahn ◽  
Judith F. Donnelly ◽  
Fenna D. Hanes
Keyword(s):  
Professional Development ◽  
Technology Education ◽  
Development Model ◽  
Web Based ◽  
Professional Development Model
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