Scale Out Teaching, Scale Up Learning: Professional development for e-teaching/learning

Second Life is a massive three dimensional online virtual world with a complex and realistic digital landscape where individuals create and author avatars that interact with one another. Recognizing the potential of this virtual reality, the applications of Second Life are being examined by the business and educational communities. The following chapter will provide readers with a better understanding of Second Life; the applications and implications of Second Life for teaching, learning, and professional development training; project examples; best practices; a model for the development of education and/ or training projects in Second Life; pitfalls and potential problems; how Second Life can offer a linkage between education, professional development training, and organizational development; and future directions for Second Life.

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Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes

Learning and Performance Assessment ◽

10.4018/978-1-7998-0420-8.ch041 ◽

2020 ◽

pp. 880-894

Author(s):

Patrick Baughan

Keyword(s):

Higher Education ◽

Professional Development ◽

Pedagogical Issues ◽

Assessment Practice ◽

Good Assessment ◽

Seven Principles ◽

Teaching Learning ◽

Almost All ◽

Distinctive Role

The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.

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Determinants of Teachers’ Job Satisfaction: School Culture Perspective

Jurnal Humaniora ◽

10.22146/jh.52685 ◽

2020 ◽

Vol 32 (2) ◽

pp. 151

Author(s):

Bahir Adem Abdulahi

Keyword(s):

Professional Development ◽

Job Satisfaction ◽

School Culture ◽

Leadership Practices ◽

Collaborative Leadership ◽

Development Program ◽

Mixed Data ◽

The Status ◽

Teaching Learning ◽

The Relationship

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

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Neuroeducación un enfoque motivador para el proceso de aprendizaje del Cálculo

Eco Matemático ◽

10.22463/17948231.1375 ◽

2017 ◽

pp. 16-24

Author(s):

Mildren Yaneth Uscategui Blanco ◽

Adriana Boscan Andrade

Keyword(s):

Professional Development ◽

Professional Training ◽

General Purpose ◽

Learning Processes ◽

Quality Education ◽

First Semester ◽

Desarrollo Profesional ◽

Palabras Clave ◽

Teaching Learning ◽

The Brain

El propósito general de la investigación es el de analizar el enfoque motivador que ejerce la Neuroeducación para el proceso de aprendizaje del cálculo inicial en los estudiantes de la Universidad Francisco de Paula Santander. El sustento de la investigación estuvo basado en autores como: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore y Frith (2007), (De La Cruz, 2004) entre otros. La metodología aplicada fue un estudio de corte cualitativo, tomando como población constituida por los estudiantes del primer semestre de las diversas carreras de la Universidad Francisco de Paula Santander para el primer semestre del 2017. Las técnicas para la recolección de datos fueron la observación, la entrevista a profundidad. Entre los resultados se concluyó que es necesario identificar el grado de motivación para el aprendizaje del Cálculo en los estudiantes de la Universidad Francisco de Paula Santander, para garantizar la educación de calidad en las diferentes áreas de estudio, la comprensión de los estudiantes en el proceso de formación que permita adquirir conocimientos necesarios para su formación profesional son indispensables para su desarrollo profesional. Se recomienda utilizar la neurociencia como herramienta para entender cómo aprende el cerebro. Este conocimiento nos ayudará a mejorar sustancialmente la eficacia de los procesos de enseñanza-aprendizaje. Palabras Clave: Aprendizaje, Cerebro, Educación Matemática, Neurociencias, Neuroeducación. Abstract The general purpose of the research is to analyze the motivational approach that Neuroeducation exercises for the learning process of the initial calculation in the students of the Francisco de Paula Santander University. The sustenance of the research was based on authors such as: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore and Frith (2007), (De La Cruz, 2004), among others. The methodology applied was a qualitative study, taking as a population constituted by the students of the first semester of the diverse careers of the Francisco de Paula Santander University for the first semester of 2017. The techniques for the data collection were the observation, the deep interview. Among the results it was concluded that it is necessary to identify the degree of motivation for the learning of the Calculus in the students of the Francisco de Paula Santander University, to guarantee the quality education in the different areas of study, the students' understanding in the process Training to acquire the knowledge necessary for their professional training are essential for their professional development. It is recommended to use neuroscience as a tool to understand how the brain learns. This knowledge will help us to substantially improve the effectiveness of the teaching-learning processes. Key Words: Learning, Brain, Mathematics Education, Neurosciences, Neuroeducation. ResumoO objetivo geral da pesquisa é analisar a abordagem motivacional que a Neuroeducação exerce para o processo de aprendizagem do cálculo inicial nos alunos da Universidade Francisco de Paula Santander. A sustentação da pesquisa baseou-se em autores como: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore e Frith (2007), (De La Cruz, 2004), entre outros. A metodologia aplicada foi um estudo qualitativo, tendo como população constituída pelos alunos do primeiro semestre das diversas carreiras da Universidade Francisco de Paula Santander para o primeiro semestre de 2017. As técnicas para a coleta de dados foram a observação, o aprofundamento entrevista. Entre os resultados concluiu-se que é necessário identificar o grau de motivação para a aprendizagem do Cálculo nos alunos da Universidade Francisco de Paula Santander, para garantir a qualidade da educação nas diferentes áreas de estudo, o entendimento dos alunos em O processo de formação para adquirir o conhecimento necessário para a sua formação profissional é essencial para o seu desenvolvimento profissional. Recomenda-se usar a neurociência como uma ferramenta para entender como o cérebro aprende. Este conhecimento nos ajudará a melhorar substancialmente a eficácia dos processos de ensino-aprendizagem. Palavras-chave: Aprendizagem, Cérebro, Educação Matemática, Neurociências, Neuroeducação.

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Teachers’ Views on the Utility of the Teacher’s File

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i5.el08 ◽

2018 ◽

Vol 6 (05) ◽

Author(s):

Enos Moeti Makhele

Keyword(s):

Professional Development ◽

Classroom Management ◽

Teacher Development ◽

Basic Education ◽

Management Tool ◽

Learning Assessment ◽

Experiential Learning Theory ◽

Professional Teacher ◽

Research Findings ◽

Teaching Learning

In 2010, the Department of Basic Education instructed its teachers to maintain a teacher's file. This article reports on a research project which described teachers’ views on the utility of the teacher’s file and its relationship to skill of reflection related continuous professional teacher development (CPTD). The research described the meaning and the sense teachers attached to maintaining this file in the light of assumptions and principles of the experiential learning theory (ELT). It also probed ideas related to how the file could be improved and developed into a resource that contributes to the professional development of teachers in terms of teaching, learning and assessment (TLA). The study utilized interviews and document study as tools to collect data which were later analyzed and interpreted to arrive at the research findings and recommendations. The study found that all teachers regarded the teachers' file as an administrative tool which had nothing to do with their own professional development. They regarded it as a management tool which was meant to monitor them. The study found that to acquire more meaning to the teacher, the file must be enhanced to include more teacher advancement related matters. In view of the teachers' feelings that the file was purely administrative, the Department of Basic Education could review its current format and render it relevant to the professional development of the teacher. The aspects of professional development must include specific areas such as teaching, learning, assessment, classroom management and administration.

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LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v6i2.4847 ◽

2017 ◽

Vol 6 (2) ◽

pp. 222 ◽

Cited By ~ 4

Author(s):

Nenden Sri Lengkanawati

Keyword(s):

Professional Development ◽

Learning Experience ◽

Learner Autonomy ◽

Educational Institutions ◽

Classroom Setting ◽

School Teachers ◽

Teachers Perceptions ◽

Learning Practices ◽

Making Choices ◽

Teaching Learning

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1] professional development. After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for

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

Journal of Baltic Science Education ◽

10.33225/jbse/16.15.281 ◽

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.

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IT teachers’ experience of teaching-learning strategies to promote critical thinking

10.28945/2124 ◽

2015 ◽

Author(s):

Elsa Mentz ◽

Roxanne Bailey

Keyword(s):

Professional Development ◽

Information Technology ◽

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Pair Programming ◽

Thinking Strategies ◽

The Subject ◽

Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers therefore need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. IT teachers received a once-of face-to-face professional development where some teachers received professional development in critical thinking strategies and other IT teachers received professional development in critical thinking strategies infused in pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation. Although teachers are initially willing to change their ways, they are not always willing to implement new teaching-learning strategies.

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IT Teachers’ Experience of Teaching–Learning Strategies to Promote Critical Thinking

Issues in Informing Science and Information Technology ◽

10.28945/2257 ◽

2015 ◽

Vol 12 ◽

pp. 141-152 ◽

Cited By ~ 6

Author(s):

Roxanne Bailey ◽

Elsa Mentz

Keyword(s):

Professional Development ◽

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Pair Programming ◽

Thinking Strategies ◽

The Subject ◽

Teaching Learning ◽

Initial Interviews

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

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