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 An Analysis of Teachers’ Professional Development Program at Elementary Level

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Ehsan Ul Haq ◽  
Shamim Haider Tirmazi ◽  
Asia Zulfqar
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Private Sector ◽  
Training Program ◽  
Development Program ◽  
Professional Development Program ◽  
Elementary Level ◽  
Public And Private ◽  
The Public ◽  
Public And Private Sector

ABSTRACTThis study explores the effectiveness of professional development program of public and private sector at the elementary level. A survey was conducted by involving elementary teachers from the public and private sector, who were involved in teacher training program. A questionnaire` was developed targeting the four key factors of the training programs: suitability of the resources, quality of the content and management, competency of the trainers, and usefulness of the training program. Simple random sampling technique was applied to collect the data from the trainee elementary teachers of the public and the private sector. 750 trainee teachers from the public sector and 600 elementary teachers from the private sector were selected from the five districts of the Punjab province. The data was analyzed on the basis of four factors in the questionnaire. Descriptive statistics and t-test were calculated to analyze the data. The findings discovered a significant difference in the opinion of trainees in both public and private sector in view of the “usefulness for trainees” (p-value= 0.041).The rest of the three factors were insignificant which means trainees from both public and private sector having the same opinion about the training program. The possible reasons for these insignificant findings and implications were discussed.

scholarly journals Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation

2019 ◽  
Vol 56 (4) ◽  
pp. 1067-1112 ◽  
Author(s):  
Jonathan F. Osborne ◽  
Hilda Borko ◽  
Evan Fishman ◽  
Florencia Gomez Zaccarelli ◽  
Eric Berson ◽  
...  
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Experimental Approach ◽  
Development Program ◽  
Professional Development Program ◽  
Summer Institute ◽  
Quasi Experimental ◽  
Practicum Experience

This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers’ facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.

Lessons Learned from Designing and Implementing a Three-Year Professional Development Program

2017 ◽  
pp. 415-427
Author(s):  
Jennifer V. Jones ◽  
Cecilia C. Arias
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Professional Learning ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
Upper Elementary ◽  
Revision Process ◽  
Initial Design ◽  
Program Components

This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.

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