scholarly journals Requirements for competence modelling in professional learning: experience from the water sector

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Charalampos Thanopoulos ◽  
Christian M. Stracke ◽  
Éva Rátky ◽  
Cleo Sgouropoulou
Keyword(s):  
Professional Learning ◽  
Learning Experience ◽  
Water Sector

Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

scholarly journals The Curriculum and Community Enterprise for Restoration Science S.T.E.M. + C Professional Learning Model: Expansion and Enhancement

2019 ◽  
Vol 8 (3) ◽  
pp. 122
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Local Community ◽  
Learning Experience ◽  
The United States ◽  
Community Based ◽  
Self Reflection ◽  
Career Pathway ◽  
Stem Workforce ◽  
Career Options

Professional Development in the field of education has undergone several shifts in focus. Currently, teacher contentknowledge and the ability to disseminate this knowledge is the focus in professional learning communities. Theimportance of creating a thriving STEM workforce in the United States has been promoted for the last decade.Studies have shown that capturing students’ interest must occur before they enter high school, ideally in the middleschool years (Blotnicky, Franz-Odendaal, French, & Phillip, 2018). Teachers are the conduits for encouragingstudents to explore STEM-related career options. Student engagement is piqued when there is a strong real-worldconnection to the content being presented. Students find relevance through actual experience with the concepts andskills incorporated in projects that are community-based. The Curriculum and Community Enterprise for RestorationScience STEM + C Project is the marriage of these two components. The professional development of the New YorkCity middle school teachers involved in the CCERS STEM +C Project furnishes these educators with the tools tostimulate students’ interest by tackling a problem in their local community using STEM-related content andcomputational thinking. The hope is that authenticity of the learning experience will entice all students, especiallythose under-represented populations in the STEM workforce, to consider this as a viable career pathway. Theanalysis of this project is intended to highlight the significant inroads made and the value of self-reflection andre-design in strengthening the work as it continues.

Opening Access to STEM Experiences One Day at a Time: Successful Implementation of a School-wide iSTEM Day

2016 ◽  
Vol 78 (3) ◽  
pp. 200-207
Author(s):  
Georgia Hodges ◽  
Sophia Jeong ◽  
Peggy McKay ◽  
Tom Robertson ◽  
David Ducrest
Keyword(s):  
Middle School ◽  
Learning Community ◽  
Professional Learning ◽  
School Administrators ◽  
Learning Experience ◽  
School Context ◽  
Successful Implementation ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Middle School Administrators

Creating partnerships that leverage skill sets from universities and corporate entities to improve STEM (science, technology, engineering, and mathematics) education is often discussed in theory. However, examples of successful models that might inform practice are scarce. This article describes how one STEM business, university educators, and middle school administrators and teachers successfully developed and implemented an integrated STEM education (iSTEM) experience for all eighth-grade students at a local middle school. We created a professional learning community to establish the goals and vision for the iSTEM day, which included the use of instructionally sound pedagogical methods, intellectually stimulating learning experiences, and a deeply developed understanding of the school context. Our team successfully completed a one-day learning experience that focused on the fundamental concept of osmosis and problem-solving skills. However, the broader impacts of this day included a new collaborative network between the university, the company, and the middle school that remains intact and productive.

scholarly journals A QUALITATIVE APPROACH TO STUDY THE ROLE AND IMPORTANCE OF INQUIRY-BASED LEARNING: PROFESSIONAL LEARNING EXPERIENCE OF TEACHER-EDUCATORS AND STUDENT-TEACHERS IN INITIAL TEACHER EDUCATION PROGRAMS

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Nasreen Akhtar ◽  
Intazzar Hussain Butt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Learning Experience ◽  
Initial Teacher Education ◽  
General View ◽  
Teachers And Students ◽  
Understanding Of Science

There is a general view that the transmission style of teaching is inadequate in helping students develop their learning in science, particularly in Initial Teacher Education (ITE) in Pakistan. Inquiry-based pedagogy in science is considered key means of improving an understanding of science and helps students cultivate their science literate thinking and develop their confidence to teach science effectively. In light of the key roles of inquiry-based pedagogy in initial science teacher education, this study explores the perceptions of teachers and students at a university in Punjab as how they understand the elements and process of inquiry-based pedagogy. The research is innovative in the context of exploring teacher-educators’ and student-teachers’ perceptions of inquiry-based pedagogy and also in relation to inquiry in the practicalities of their teaching at University in Punjab (Pakistan). Data has been collected using 2 focus groups with student-teachers and 20 interviews with teacher-educators. The result of this study indicates that the teachers and students mostly held positive views about inquiry-based pedagogy. Significantly, the teachers and students showed a limited understanding of the elements of inquiry-based pedagogy in ITE but they appreciated that they could facilitate the learning process using inquiry. When inquiry-based instructional strategies are integrated into a teaching science methods course, the majority of teachers developed a fair understanding of inquiry-based strategies in science. Moreover, the biggest challenges to inquiry are a non-supportive university academia, the current curriculum and assessment methods used. Finally, recommendations about the importance of teachers’ and students’ perceptions on inquiry-based pedagogy, arrangement of resources, preparation for teachers and students are made to the teacher-educators, University administration, and Higher Education Authority.

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

2021 ◽  
pp. 003465432199791
Author(s):  
Jane Lee ◽  
Taren Sanders ◽  
Devan Antczak ◽  
Rhiannon Parker ◽  
Michael Noetel ◽  
...  
Keyword(s):  
Professional Learning ◽  
Work Performance ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Intrinsic Value ◽  
Meta Analysis ◽  
Perceived Usefulness ◽  
User Engagement ◽  
Narrative Synthesis

The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.

Professional Learning Communities and Adult Learning and Teaching

2018 ◽  
pp. 125-147
Author(s):  
Eric J. Dimmitt
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Public Service ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Multiple Type

In addition to providing strategies to build professional learning communities within an environment of adult learners, this chapter has the objective that adult learners will carry the principles of professional learning communities from their own learning experience back to their own learning organizations as both followers and leaders. In this way, and based upon the author's own experiences, the learning and teaching strategies described here have impact beyond the adult learning classroom by influencing how multiple type of organizations in the field of business, K12 and higher education, public service, and non-profits learn, collaborate, and achieve results.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2021 ◽  
pp. 422-455
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

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