Teaching math modeling through 3D‐printing: Examining the influence of an integrative professional development

2021 ◽  
Vol 121 (2) ◽  
pp. 85-95
Author(s):  
Reuben S. Asempapa ◽  
Tyler S. Love
Keyword(s):  
Professional Development ◽  
3D Printing ◽  
Math Modeling ◽  
Teaching Math

scholarly journals Professional Development of Early Childhood Mentor Teachers in Teaching Math

2013 ◽  
Vol 106 ◽  
pp. 2139-2143
Author(s):  
Zeynep Alat ◽  
Nuray Çalişkan Dedeoğlu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Mentor Teachers ◽  
Teaching Math

Re-Educating the Educators

2019 ◽  
pp. 28-49 ◽  
Author(s):  
James I. Novak
Keyword(s):  
Professional Development ◽  
3D Printing ◽  
Computer Aided Design ◽  
Technical Expertise ◽  
School Teachers ◽  
Hands On ◽  
Computer Aided ◽  
Aided Design

Given the rapid integration of 3D printing into schools and universities, educators must equip themselves with new skills, class structures, procedures, and thinking, many of which may be challenging for teachers with non-technical expertise. Training in 3D printing and computer-aided design traditionally requires extended instruction and experience, which is unlikely to be practical for school teachers. This chapter explores how effective up-skilling can occur through one-day professional development workshops, where educators from all areas of teaching work together during intensive hands-on sessions to understand the foundational principles of 3D printing, become aware of the opportunities and limitations, and develop strategies together for implementing it into their curriculums. Through examination of the literature around 3D printing adoption in Australian schools, and an analysis of peer-reviewed research into short-format professional development, this chapter will help inform researchers, teachers, and those developing higher-level curriculum directives around 3D printing in schools.

Making Sense to Make Change: How Community College Faculty Perceptions of Math Contextualization Shape Instructional Change

2021 ◽  
pp. 009155212110476
Author(s):  
Kelly Wickersham ◽  
Xueli Wang
Keyword(s):  
Professional Development ◽  
Community College ◽  
Community College Faculty ◽  
Organizational Factors ◽  
College Faculty ◽  
Comfort Level ◽  
Instructional Change ◽  
Structural Constraints ◽  
Making Sense ◽  
Teaching Math

Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change.

Exploring Virtual PLCs: Professional development for the busy practitioner.

2013 ◽  
Vol 14 (2) ◽  
pp. 28-32 ◽  
Author(s):  
Kerry J. Davis
Keyword(s):  
Professional Development

Review of Publishing for Professional Development.

1986 ◽  
Vol 31 (1) ◽  
pp. 66-66
Author(s):  
No authorship indicated
Keyword(s):  
Professional Development

Dialogical coaching: An experiential approach to personal and professional development.

2020 ◽  
Vol 72 (3) ◽  
pp. 223-241 ◽  
Author(s):  
Matthew Pugh ◽  
Natalie Broome
Keyword(s):  
Professional Development ◽  
Experiential Approach
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