School-based research and learning activities: An innovative model for promoting teacher professional development

2014 ◽  
pp. 37-53 ◽  
Author(s):  
Ji Wang ◽  
Lingyuan Gu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Learning Activities ◽  
School Based ◽  
Innovative Model ◽  
Teacher Professional

“School banding”

2017 ◽  
Vol 55 (6) ◽  
pp. 686-701 ◽  
Author(s):  
Daphnee Hui Lin Lee ◽  
Chi Shing Chiu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Principal Leadership ◽  
School Context ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
School Based ◽  
Teacher Professional ◽  
School Based Management

Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

scholarly journals Problem-Based Learning for Responsive and Transformative Teacher Professional Development

2019 ◽  
Vol 1 (1) ◽  
pp. 18-25
Author(s):  
Tom J. McConnell ◽  
Joyce M. Parker ◽  
Jan Eberhardt
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Pedagogical Practice ◽  
Additional Information ◽  
Teacher Professional

Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

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.

scholarly journals EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT

2020 ◽  
Vol 3 (2) ◽  
pp. 49
Author(s):  
Raisa Fadilla
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Effective Means ◽  
Learning Activities ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Subject Field ◽  
Teacher Professional

Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development.  The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.

scholarly journals SCHOOL-BASED TEACHER DEVELOPMENT PROGRAMS IN SECONDARY SCHOOLS IN SRI LANKA

2018 ◽  
Vol 6 (5) ◽  
pp. 190-200 ◽  
Author(s):  
Senevirathna Bandara
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Context ◽  
Research Approach ◽  
Sri Lankan ◽  
Development Programs ◽  
Attitudes And Practices ◽  
School Based ◽  
Teacher Professional

Teacher professional development is the ‘key’ of the developing students’ quality of the outcomes in the 21st century. Under such a situation, teachers have to update and intensify their knowledge, skills, attitudes and practices according to students’ current expansive demand. In this context, School-Based Teacher Professional Development is a very important concept, because it allows teachers to plan, organise and implement their own professional development programs, considering their particular needs, as well as those of students and school. However, this concept has not been extensively developed in the Sri Lankan education context. Focusing on the Sri Lankan secondary school context, this study examines the possibilities, effectiveness, strategies, issues and challenges involved in implementing these programs in the teachers’ professional development. Simultaneously, the situation of the Non-School-Based Teacher Development programs are also examined because these are currently prominent and this study assumed that both programs need to be integrated in order to provide balanced teacher professional development. The qualitative research approach and the case-study method has been employed. The data were collected by conducting interviews, non-participative observation and sample-based documentary searching. According to the findings, strong recommendations were proposed and relevant guidelines were suggested for future researches.

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