scholarly journals Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

2020 ◽  
Vol 45 (1) ◽  
pp. 61-81
Author(s):  
Pramesti Paramita ◽  
◽  
Angelika Anderson ◽  
Umesh Sharma ◽  
◽  
...  
Keyword(s):  
Professional Learning ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Review Of Literature ◽  
Behaviour Management ◽  
Classroom Behaviour ◽  
Teacher Professional

Improving Teacher Professional Learning

2021 ◽  
pp. 147-166
Author(s):  
Addie Kelley
Keyword(s):  
Student Achievement ◽  
Professional Learning ◽  
School Administrators ◽  
Early Career ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Early Career Teachers ◽  
District Leaders ◽  
Teacher Professional ◽  
Career Teachers

This chapter examines the role of effective teacher professional learning as a support for early career teachers. It establishes the importance of teacher professional learning as a mechanism of increasing student achievement and investigates traditional professional development models' ineffectiveness. This chapter also includes a discussion of the merits of the cycle of inquiry model of teacher professional learning and explores the need to develop teachers as whole persons. The author identifies effective professional learning for teachers and asserts best practices for school administrators, district leaders, decision-makers, and other stakeholders to design and implement effective teacher professional learning that ultimately increases student achievement. This chapter concludes that cycles of inquiry that develop the whole teacher will enhance teacher professional learning and offer the greatest and most effective support for early career teachers.

scholarly journals Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

2021 ◽  
pp. 135-148
Author(s):  
Riikka Hofmann ◽  
Maria Vrikki ◽  
Maria Evagorou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Literacy Learning ◽  
Cultural Literacy ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Educational Innovations ◽  
Teacher Professional

AbstractEffective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

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