scholarly journals Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

2018 ◽  
Vol 28 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Alfredo Bautista ◽  
Joanne Wong ◽  
Alberto Cabedo-Mas
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Professional Growth ◽  
Classroom Practices ◽  
Music Teachers ◽  
Interview Study ◽  
Learning Approach ◽  
Peer Observation ◽  
Professional Development Needs ◽  
Teachers Perspectives

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

From the Conference to the Classroom: Elevating Short-Term Professional Development for Lifelong Learning

2019 ◽  
Vol 33 (1) ◽  
pp. 24-28
Author(s):  
Justin J. West
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Long Range ◽  
Professional Growth ◽  
Music Teachers ◽  
High Impact ◽  
Short Term

Short-term or “one shot” professional development experiences are sometimes deemed less effective because they lack mechanisms for deep and ongoing engagement. Using the music conference as an example, I outline a simple framework on how music teachers might nevertheless use short-term professional development experiences as an impetus for long-range and high-impact professional growth.

The Power of Two-MTMS and You

1998 ◽  
Vol 4 (1) ◽  
pp. 6-7
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Regular Part ◽  
Additional Issue ◽  
Academic Year

Welcome to volume 4 (22) of Mathematics Teaching in the Middle School (MTMS)! In it you will find several new features as well as old favorites that have been a regular part of MTMS since its inception. Among these is the inclusion of one (20) additional issue. which increases to eight (23) the number of journals arriving in your mailbox this academic year. In addition, look for exciting articles about innovative classroom practices. professional development, and student learning to empower your teaching and energize your professional growth.

scholarly journals An Investigation of the Factors Preventing Teachers to Attend Professional Development

2021 ◽  
Vol VI (I) ◽  
pp. 86-93
Author(s):  
Muqaddas Butt ◽  
Atika Aziz ◽  
Mubashar Nadeem
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Growth ◽  
Classroom Practices ◽  
Structured Interviews ◽  
Financial Cost ◽  
Family Responsibilities ◽  
Continual Improvement ◽  
School Head ◽  
Method Approach

Continual improvement in knowledge and skills is important in every profession, and teaching is no exception. A Mix-method approach was used. Semi-structured interviews of 12 of the 120 (35%) secondary school English teachers were conducted who amongst a large sample of 343 surveyed teachers reported their participation in professional development activities as nil. Findings revealed that family responsibilities acted as a major preventive force in the way of teachers' accessing formal and organized TPD. Other potentially significant barriers that inhibited teachers from attending TPD involve time issues, lack of support from the school head/administration, huge financial cost, less relevancy to teachers' area of teaching or inability to meet the prerequisites of the TPD activity. It is concluded that teachers' learning capacities can be enhanced, and ultimately, classroom practices could be improved if barriers restricting teachers to participate in the activities of professional growth are removed.

scholarly journals Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 56-75
Author(s):  
Jan Alam ◽  
Syed Muhammad Aamir ◽  
Dr. Saqib Shahzad
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
Continuous Professional Development ◽  
Peer Observation ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Policy Practice ◽  
Group Interviews

This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.

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