TEACHER KNOWLEDGE TO MAKE BAR GRAPHS: A PROPOSAL TO IMPROVE PROFESSIONAL DEVELOPMENT

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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Exploring the use of personalised professional development to enhance teacher knowledge and reading instruction in the upper elementary grades

Journal of Research in Reading ◽

10.1111/1467-9817.12130 ◽

2017 ◽

Vol 41 ◽

pp. S30-S47 ◽

Cited By ~ 1

Author(s):

Sarah K. Clark ◽

Sydnie Schoepf ◽

Lance Hatch

Keyword(s):

Professional Development ◽

Reading Instruction ◽

Teacher Knowledge ◽

Upper Elementary ◽

Elementary Grades

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Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.2021010105 ◽

2021 ◽

Vol 11 (1) ◽

pp. 64-86

Author(s):

Rafael Lara-Alecio ◽

Shifang Tang ◽

Kara L. Sutton-Jones ◽

Beverly J. Irby ◽

Fuhui Tong ◽

...

Keyword(s):

Professional Development ◽

School District ◽

Teacher Knowledge ◽

Content Knowledge ◽

English Learners ◽

The United States ◽

Program Completion ◽

Chi Square ◽

District Administrators ◽

Pedagogical Knowledge And Skills

Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to meet the needs of these students. The authors examined the improvement of Texas in-service teachers' English as a second language (ESL) pedagogical and content knowledge after participating in a VPD program designed for developing teachers' ESL instructional capacity. Chi-square analyses were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teacher knowledge after program completion. There was no difference in teachers' knowledge gains based on their school district location. These findings are in line with other researchers who have found improvement in terms of teacher knowledge and instructional practices after participation in VPD.

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REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ◽

10.20527/jetall.v2i1.7370 ◽

2019 ◽

Vol 2 (1) ◽

pp. 8

Author(s):

Diah Kurniati ◽

Nuraeningsih Nuraeningsih

Keyword(s):

Professional Development ◽

Teacher Knowledge ◽

Teacher Professional Development ◽

Reflective Teaching ◽

Reflective Knowledge ◽

The Core ◽

Alternative Means ◽

Core Components ◽

Teacher Professional

One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

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A Comprehensive Framework for Teacher Knowledge (CFTK)

Educational Technology, Teacher Knowledge, and Classroom Impact ◽

10.4018/978-1-60960-750-0.ch004 ◽

2012 ◽

pp. 59-102

Author(s):

Robert N. Ronau ◽

Christopher R. Rakes

Keyword(s):

Professional Development ◽

Systematic Review ◽

Teacher Knowledge ◽

Meta Analysis ◽

Three Dimensional ◽

Linear Structure ◽

Future Research ◽

Three Dimensional Model ◽

Comprehensive Framework ◽

Pre Service Teacher

In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, developed through a series of exploratory studies, transforms current understanding of teacher knowledge from a linear structure to a three dimensional model by pairing 6 inter-related aspects into three orthogonal axes: 1) Field comprised of subject matter and pedagogy; 2) Mode comprised of orientation and discernment; and 3) Context comprised of individual and environment. The current study analyzes the way interactions of these aspects appear in literature across a wide domain of subject matters. These interactions have direct implications for future research on teacher knowledge as well as policies for guiding professional development and pre-service teacher training.

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Culturally Sustaining Pedagogy and Hip-Hop Based Education

Student Engagement and Participation ◽

10.4018/978-1-5225-2584-4.ch049 ◽

2018 ◽

pp. 1008-1017 ◽

Cited By ~ 1

Author(s):

Azure C. Covington ◽

Ayana Allen ◽

Chance W. Lewis

Keyword(s):

Professional Development ◽

Academic Achievement ◽

Student Engagement ◽

Teacher Knowledge ◽

Hip Hop ◽

Hip Hop Culture ◽

Culturally Sustaining Pedagogy ◽

Hip Hop Pedagogy ◽

Professional Development Needs ◽

Relevant Pedagogy

Culturally sustaining pedagogy (CSP) (Paris & Alim, 2014) presents a new lens by which culturally relevant pedagogy can evolve with the ever-evolving youth culture of today. The evolution of hip-hop culture serves as an example of CSP that can be used to increase student engagement and academic achievement through the use of hip-hop based education (HHBE). However, current HHBE research fails to address the professional development needs of those who do not identify with hip-hop culture but want to implement hip-hop pedagogy into their instructional practice. This chapter presents a professional development design for hip-hop based education that is to serve as the beginning of teacher knowledge construction in frameworks of CSP for increased student engagement and academic achievement.

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