scholarly journals Teacher Professional Development in Mathematics and Science: A Blended Learning Approach

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Margaret Sinclair ◽  
Ron Owston
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Classroom Practices ◽  
School Level ◽  
Online Groups ◽  
Teacher Professional ◽  
The Impact ◽  
Mathematics And Science

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

scholarly journals Engaging High School Students in an Engineering Thermodynamics Project

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Armando Paulino Preciado Babb ◽  
Candace Saar ◽  
Jim Brandon ◽  
Sharon Friesen
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
School Level ◽  
Engineering Project ◽  
Teacher Professional ◽  
K 12 ◽  
Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

Blended Learning and Professional Development in the K-12 Sector

2011 ◽  
pp. 182-202
Author(s):  
Suzanne Riverin
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Online Community ◽  
Face To Face ◽  
Teacher Professional ◽  
Support Teacher ◽  
Education Network ◽  
K 12

This chapter examines the use of blended learning in an online community which supported teacher professional development in the province of Ontario, Canada for ten years. The online network which was called The Education Network of Ontario/ Le Réseau éducatif de l’Ontario (ENO/REO) used a blend of tools and some face-to-face opportunities to support teacher professional development across the province. Teachers were encouraged to use the ENO/REO environment to join in discussions, create and maintain online projects and share research and curriculum resources. The chapter will focus on a study which examined the effect of long term participation in such a community in order to provide insight into the use of blended learning in online communities for professional development.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

scholarly journals Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

2020 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Ilona-Elefteryja Lasica ◽  
Maria Meletiou-Mavrotheris ◽  
Konstantinos Katzis
Keyword(s):  
Professional Development ◽  
Augmented Reality ◽  
Technology Acceptance ◽  
Teacher Professional Development ◽  
Development Program ◽  
Educational Process ◽  
First Century ◽  
Future Research ◽  
Teacher Professional ◽  
The Impact

The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.

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