A Workshop in the Workplace: A Study in School‐based Teacher Development

1997 ◽  
Vol 12 (4) ◽  
pp. 152-157
Author(s):  
Mary Cohen
Keyword(s):  
Teacher Development ◽  
School Based

The Impact of School-Based Management on School Health

2002 ◽  
Vol 12 (4) ◽  
pp. 368-396 ◽  
Author(s):  
Adam E. Nir
Keyword(s):  
Longitudinal Study ◽  
Teacher Development ◽  
School Health ◽  
Organizational Health ◽  
Student Growth ◽  
School Based ◽  
Integrated Index ◽  
School Based Management ◽  
The Impact ◽  
Centralized System

What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

scholarly journals ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA

Neofilolog ◽  
2019 ◽  
pp. 209-220
Author(s):  
Teresa Siek-Piskozub ◽  
Aleksandra Jankowska
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teacher Competence ◽  
Language Teacher ◽  
Teaching Process ◽  
Self Evaluation ◽  
Important Stage ◽  
School Based ◽  
Teaching Competence

Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educa-tional institutions for the challenges they may face in a real school con-text. In the article we report on two studies undertaken to obtain an in-sight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the im-portance of reflection on foreign language teacher competence and the place of practicum in the development of competence.

Leveraging the Power of Play in Rehearsals: Supporting Complex Practice in Literacy Teacher Education

2021 ◽  
Vol 123 (3) ◽  
pp. 1-18
Author(s):  
Nicholas E. Husbye
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Data Collection ◽  
Teacher Development ◽  
Teacher Educator ◽  
Video Recording ◽  
Literacy Education ◽  
School Based ◽  
Urban Institution ◽  
Education Coursework

Context There is an ever-growing body of work continuing the argument for play as a pedagogical resource that supports the learning of the youngest learners; despite this, there continues to be little evidence play has been considered as such in teacher education. Research Focus The study sought to understand the role of play and playful pedagogies in a school-based literacy education course within a teacher educator program. Setting Research was conducted in a school-based literacy education course housed in an urban school in the Midwest. Participants Preservice teachers enrolled in literacy education coursework at a midsized urban institution of teacher education. Research Design Data utilized in this study comes from a multiple case study using a practitioner inquiry lens. Data Collection and Analysis Data collection occurred over five semesters (Spring 2016-Spring 2018). Types of data included mid- and end-of-semester interviews, audio and video recordings of rehearsals, video recording of enactments, and a variety of artifacts produced by preservice teachers within the course. Findings Play, utilized within the context of a literacy education course, promoted the development of complexity tolerance: an ability to entertain the variables that may impact their teaching, even those they had not thought of. Recommendations This complexity tolerance supported preservice teachers in being able to respond to student learning in the moment, deviate from instructional planning when necessary, and interrogate their own educational histories. It is a powerful pedagogical tool to support preservice teacher development when intentionally invoked in teacher education coursework.

scholarly journals Developing a school based model for optimising the professional development of Canadian primary school teachers

2012 ◽  
Vol 2 (4) ◽  
pp. 25
Author(s):  
Jonathan William Pitt ◽  
Hettie van der Merwe
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Learning Community ◽  
Teacher Development ◽  
School Principal ◽  
School Teachers ◽  
Primary School Teachers ◽  
Achievement Data ◽  
School Based

The purpose of this study was to develop a school based model for optimizing the professional development of Canadian primary school teachers. This study focused on the role of the school principal in teacher development and improving learner achievement data. This study utilised a literature review covering a comprehensive review of existing models of teacher development, the school as a professional learning community and the role of the school principal. The empirical investigation was based on a mixed methods approach using a quantitative questionnaire with a sample of 145 out of a possible 200 (representing a 73% return rate) and twenty (10 school principals & 10 teachers) qualitative semi-structured in-depth individual interviews to gather data from both a teacher group and a school management group from a teacher education faculty at a local university and a selected English Public school district in Canada in the province of Ontario.

Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos

2018 ◽  
Vol 7 (2) ◽  
pp. 150-162 ◽  
Author(s):  
Sommay Shingphachanh
Keyword(s):  
Teacher Development ◽  
Development Strategy ◽  
Time Management ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Content Type ◽  
School Based ◽  
Study Implementation ◽  
Empowering Teachers

PurposeLesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation.Design/methodology/approachThis research reports on lesson study implementation in a Lao TTC during 2015-2017. Data were collected from 11 classroom observations, lesson study reports, lesson study guidelines, and 70 open-ended questionnaires.FindingsData analysis revealed the initial experience of teachers in the suburb schools in applying lesson study to enhance teaching and students’ learning outcomes, and their concerns regarding lesson study procedure including time management, the format of the lesson study report, and collaboration with lesson study facilitators. The importance of lesson study experts to facilitate the teachers’ lesson study became clear. In addition, school principals and administrators have an important role in empowering teachers to engage confidently with lesson study.Originality/valueThis study is the first trial project of school-based training for in-service teachers in a TTC and partner primary schools. The aim of the project is to strengthen and promote collaborative learning. To progress lesson study, it is very important to be sensitive to the teachers’ issues in the early stages of the introduction of lesson study.

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