scholarly journals Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Douglas D. Agyei ◽  
Joke Voogt
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
School Environment ◽  
Transfer Of Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Activities ◽  
Font Size ◽  
Enhanced Activity

<span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;"> <p>This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.</p><p class="MsoNormal" style="margin: 0in 28.1pt 0pt; text-align: justify; line-height: normal;"> </p> <p class="MsoNormal" style="margin: 0in 0in 10pt; text-align: justify;"><span lang="NL"><span style="font-family: Calibri;"> </span></span></p> </span>

scholarly journals CONCEPTUAL FRAMEWORK OF A BLENDED PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
Hea-Jin Lee
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
Online Community ◽  
Teaching Practice ◽  
Development Program ◽  
Professional Development Program ◽  
Collaborative Group ◽  
First Year ◽  
Blended Professional Development ◽  
Virtual Interactions

The study presents a conceptual framework of a blended professional development program for teacher success in deep learning and enhanced practice. Twenty-nine middle school teachers (22 first year and 7 continuing teachers) participated in a year-long blended professional development program. Effects of the blended PD program were measured by analyzing the content of participants’ virtual interactions, i.e. 1,149 online threaded discussion messages. The continuing teachers were more actively engaged in the Online Community of Practice than the first year teachers. The types of structured assignments and learning time influenced the level of participation but did not make a significant impact on the content of interactions. Most virtual interactions involved the sharing of instructional ideas based on personal experiences. Results showed the changes of participants’ teaching practice toward more student-centered lessons, encouraging students’ (verbal) engagement, using various questioning strategies, and using collaborative group work employing a wider variety of resources.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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