scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

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.

Did it count?: Preservice teachers’ reflections on teaching with primary sources

2017 ◽  
Vol 12 (3) ◽  
pp. 280-294
Author(s):  
Deborah Lynn Morowski ◽  
Theresa M. McCormick
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Field Experiences ◽  
Primary Source ◽  
Elementary Classroom ◽  
Primary Sources ◽  
Content Type ◽  
The Impact

Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.

scholarly journals COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

2015 ◽  
Vol 26 (2) ◽  
pp. 228 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Administrators ◽  
Development Program ◽  
English Teachers ◽  
Online Course ◽  
Learning Platform ◽  
Online Platforms

This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org). Theseteachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice) and vibrant (involves active collaboration among peer participants to review and assess their projects). Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD) support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC). Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD) possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

scholarly journals The limits of programmed professional development on integration of information and communication technology in education

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Jef Peeraer ◽  
Peter Van Petegem
Keyword(s):  
Professional Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Panel Study ◽  
Development Program ◽  
Development Cooperation ◽  
Ict In Education ◽  
Information And Communication

<span>In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on </span><em>Technological Pedagogical Content Knowledge</em><span> inspired the development of the program. In a longitudinal panel study, we followed a group of 1191 teacher educators (the "total accumulated popluation"). We describe the trainees' reaction to training and learning outcomes and we compare the use of ICT by educators who participated in the program with those who did not participate. Data was collected from self-reported questionnaires and focus group interviews. Comparison of the use of ICT for teaching over the course of the program shows that an ICT core group of enthusiasts made significant progress in integrating ICT into teaching practice. Exploratory multiple regression analysis highlights technological pedagogical knowledge and membership of a community of practice as significant factors for improved use of ICT. Nevertheless, the elements of the professional development program explain only 26.2% of variance. We discuss the extent to which programmed professional development can have an effect on integration of ICT in education and reflect on how to make training programs more effective.</span>

scholarly journals IMPACT OF PROMOTION ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE

2021 ◽  
Vol 4 (1) ◽  
pp. 12-24
Author(s):  
Aji Abdulmumini ◽  
Keyword(s):  
Staff Development ◽  
State Government ◽  
Academic Staff ◽  
The State ◽  
Survey Method ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Academic Staff Development ◽  
Higher Educational ◽  
The Impact

Promotion may be considered as an employee’s reward for good performance or for additional qualifications, that is, positive appraisal which boost individuals’ moral and is a mark of recognition. The study explores the Impact of promotion on academic staff development in the State higher educational institutions of Borno State. The study raised one questions to determine: The impact of promotion on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. Survey method was employed for the study. The population of the study were all academic staffs of the State higher educational institutions (1410). The sample of the study comprised all academic staff from the four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals that since 2015-to date the State government offer paper promotion with no monetary increment to salary to academic staff in the state higher education. The study also reveals that there is a significant relationship between promotion and academic staff development. The study concluded that promotion influence academic staff development. It is recommended that the state government should offer the academics the financial benefits of their promotions to boost morale and for effective and efficient performance.

scholarly journals “My classroom is a bigger place”: Examining the Impact of a Professional Development Course on the Global Perspective of Experienced Teachers

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Steve Sider ◽  
Mary Ashun
Keyword(s):  
Professional Development ◽  
Teacher Change ◽  
Classroom Practice ◽  
Global Education ◽  
Teaching Practice ◽  
Global Perspective ◽  
Experienced Teachers ◽  
Key Aspects ◽  
The Impact ◽  
Development Course

How do experienced teachers develop a global perspective through a professional development course and how can this perspective impact classroom practice? These are the two key questions which this paper examines. We utilize Guskey’s (2002) model of teacher change as a framework for understanding the results of a study involving experienced teachers who took a professional development course which had a focus on global education. The participants engaged in a number of activities four months after the completion of the course to explore how the course had impacted their classroom teaching practice. Common themes were identified through participant reflective papers and questionnaire-responses which gave insight into what the participants felt were key aspects of learning in the enhancement of their global perspective. The paper provides an opportunity to consider Guskey’s (2002) model for teacher change, particularly the sequence with which teacher attitudes and beliefs change. As well, we discuss how teachers’ commitment to global citizenship can be shaped and how this might impact classroom practice.

scholarly journals IMPACT OF TRAINING ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE

2020 ◽  
Vol 2 (1) ◽  
pp. 98-108
Author(s):  
Aji Abdulmumini ◽  
Keyword(s):  
Staff Development ◽  
Academic Staff ◽  
National Development ◽  
The State ◽  
Survey Method ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Academic Staff Development ◽  
Higher Educational ◽  
The Impact

Academic staff for knowledge and skills update is a necessity for state and national development. The study explores the Impact of training on academic staff development in the State higher educational institutions of Borno State. The study raised two questions to determine: The impact of training on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. survey method was employed for the study. The populations of the study were academic staff of the State higher educational institutions (1410). The sample of the study comprised academic staff from four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals there is a significant relationship between training and academic staff development. The study concluded that training influence academic staff development. It is recommended that the state should provide adequate funds for academic staff in the state higher education for training, workshops, conference, research and publications for knowledge and skill updates to boost academic staff productivity

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

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