A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

scholarly journals Professional Learning Experience of Pre-service PE Teachers during Teaching Practice

2007 ◽  
Vol 13 (1) ◽  
pp. 10-19
Author(s):  
Chung LI
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Full Time ◽  
Interpretive Research ◽  
Research Paradigm ◽  
Reflective Journals ◽  
Pedagogical Changes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This paper is concerned with a qualitative study of how 15 pre-service PE teachers, who are taking the two-year full-time teacher training course, develop professionally in their second field experience. With the interpretive research paradigm as conceptual framework, data were collected through interviewing and writing of reflective journals. Groups of pre-service PE teachers were found possessing different professional learning experiences concerning their conceptions and socializing strategies. Their professional conceptions included "educating pupils to learn", "seeing PE as catharsis, discipline and having fun". Their socializing strategies composed of finding means to improve teaching, and adopt social tactics for managing pupils and defensive attitude for handling crisis. The study provides an understanding of pre-service PE teachers in the Hong Kong Institute of Education and their learning-to-teach processes. The findings serve as the backdrop for recommending possible pedagogical changes for facilitating desirable professional development of pre-service PE teachers. 本研究目的是利用詮釋理念，透過會談及反思報吿所搜集的資料，探討十五位體育師訓學員於第二次學校實習的經歷。研究結果顯示學員基於不同的意向及經歷而對體育的敎學有著不同的理念，其中包括視之為促進學生學習、減輕壓力、訓練紀律和獲取歡樂等工具。他們的職化策略則包括改善敎學方法、運用社交手段以管理學生及採取防禦性的態度以應付危機。研究結果有助加深了解這些準體育敎師的專業發展，期望能對體育師資培訓課程帶來實際的啟示。

scholarly journals The Master Teacher Program: Professional Development for College Teachers

2009 ◽  
Vol 2 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Susan Kerwin-Boudreau
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Master Teacher ◽  
College Teachers ◽  
Structured Interviews ◽  
Learner Centered ◽  
Teachers Perspectives

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

scholarly journals From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 57
Author(s):  
Anat Abramovich ◽  
Shirely Miedijensky
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Science Teachers ◽  
Environmental Science ◽  
Experienced Teachers ◽  
Master Teacher ◽  
Basic Training ◽  
Self Confidence ◽  
Empowering Teachers ◽  
Three Stages

A three-stage professional development (TSPD) model for training experienced teachers to become teachers’ leaders is presented here, along with a study assessing its value. The three stages of the model are:  a “basic training” stage, a “master-teacher” stage, and an “independent implementation” stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: ‘teachers as pedagogues’, ‘teachers’ involvement in environmental science (ES) community’, and ‘teachers’ as leaders’. Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers’ leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

scholarly journals The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study

2021 ◽  
pp. 103072
Author(s):  
Olga Canet-Vélez ◽  
Teresa Botigué ◽  
Ana Lavedán Santamaría ◽  
Olga Masot ◽  
Tània Cemeli Sánchez ◽  
...  
Keyword(s):  
Professional Development ◽  
Nursing Students ◽  
Qualitative Study ◽  
Health Workers

scholarly journals Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1073-1084 ◽  
Author(s):  
Barbara Jaworski ◽  
Despina Potari
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teaching Practice ◽  
Implementation Process ◽  
Developmental Model ◽  
Mathematical Tasks ◽  
Learning And Development ◽  
Theory Analysis ◽  
Project Proposal ◽  
Trace Learning

AbstractThis paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.

scholarly journals STEM Faculty Instructional Data-Use Practices: Informing Teaching Practice and Students’ Reflection on Students’ Learning

2021 ◽  
Vol 11 (6) ◽  
pp. 291
Author(s):  
Cindy Lenhart ◽  
Jana Bouwma-Gearhart
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Teaching Practice ◽  
Data Use ◽  
Faculty Members ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Stem Faculty ◽  
Standardized Curriculum ◽  
Learning Data

This paper explores the affordances and constraints of STEM faculty members’ instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and competence in their instructional data-use practices. Novel findings include faculty descriptions of instructional technology that afforded them access to immediate and nuanced instructional data. However, faculty described limited use of instructional data that engaged students in reflecting on their own learning data. We consider implications for faculty’s instructional data-use practices on departmental and institutional policies and procedures, professional development experts, and for faculty themselves.

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