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。

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.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guoyuan Sang ◽  
Jun Zhou ◽  
Abdulghani Muthanna
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Qualitative Case Study ◽  
Process Analysis ◽  
Learning Experiences ◽  
School Teachers ◽  
Case Study Methodology ◽  
Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

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.

scholarly journals Authentic learning with technology for professional development in vaccine management

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Hanna Teräs ◽  
Ümit Kartoğlu
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Professional Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Careful Consideration ◽  
Cognitive Tools ◽  
E Learning ◽  
Pilot Implementation ◽  
Authentic Learning Experiences

Online professional development (OPD) is gaining increasing popularity. However, online learning environments are not always considered effective venues for supporting authentic learning experiences, and the suitability of OPD for practical learning has not been widely explored. This case study paper presents findings of a pilot implementation of an OPD program in vaccine management designed according to the pedagogical principles of authentic learning, using a range of educational technologies as cognitive tools. The study examines how the authentic learning design and the technologies used affect the participants’ learning experience, experience of authenticity and the perceived impact of the course on professional learning. Data was collected through observations, an online post-course survey and interviews with the participants. A thematic content analysis was conducted. The findings suggest the pedagogical framework of authentic e-learning provides useful guidelines for the design of fully online, yet active and practice-driven, professional development that is also perceived as authentic by the participants. Using online education technologies as cognitive tools can support the creation of an authentic learning environment where practical, transferable professional skills can be acquired. Achieving this requires careful consideration of accessibility and usability issues and ensuring that the technologies used serve an authentic purpose.

scholarly journals Increasing access to professional learning for academic staff through open educational resources and authentic design

2018 ◽  
Vol 15 (2) ◽  
pp. 50-66
Author(s):  
Gail Wilson ◽  
◽  
Paula Myatt ◽  
Jonathan Purdy ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Open Educational Resources ◽  
University Teaching ◽  
Teaching Staff ◽  
Limited Time ◽  
Personal Reflections

This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers and the academic staff who participated in the program. Using personal reflections, focus groups, a survey, and interviews, we explore those opportunities and challenges within the context of the design and delivery of the program and report on the findings. Our research confirmed the value of openness and increased access to professional learning in higher education

scholarly journals Voice of EFL mentor teachers: Mentorship for mutual professional development.

2021 ◽  
Vol 8 (3) ◽  
pp. 986-1005
Author(s):  
Firima Zona Tanjung ◽  
Bachrudin Musthafa ◽  
Yanty Wirza
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Professional Learning ◽  
Teaching Practice ◽  
Sampling Technique ◽  
English Teachers ◽  
Mentor Teachers ◽  
Coding System ◽  
Public And Private ◽  
School Teaching

This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.

scholarly journals COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

2015 ◽  
Vol 26 (2) ◽  
pp. 228 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Administrators ◽  
Development Program ◽  
English Teachers ◽  
Online Course ◽  
Learning Platform ◽  
Online Platforms

This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org). Theseteachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice) and vibrant (involves active collaboration among peer participants to review and assess their projects). Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD) support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC). Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD) possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

Preparing Educators to Collaborate With Professionals Who Work With Learners With Complex Conditions

2020 ◽  
Author(s):  
Kathleen Tait
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Online Community ◽  
Continuing Professional Development ◽  
Professional Community ◽  
Full Time ◽  
Face To Face ◽  
Part Time ◽  
Language Assessments ◽  
Communication Impairments

The manner in which special educators and allied health personnel communicate and coordinate their combined services for children with complex conditions (such as autism and severe communication impairments) is considered to be an important factor in educational outcomes. For example, speech-language pathologists play a crucial role in supporting teachers by assessing a child’s communication potential, designing and then implementing collaborative communication intervention programs. However, clinicians trained to administer standardized expressive language assessments may be somewhat unsure where to start when asked to assess a child who presents with nonsymbolic communication skills. These highly specialized workplace situations are likely to evoke circumstances where professionals may need additional one-to-one guidance. The need for continuing professional development has long been recognized by the education sector when developing effective educational provision for children with special needs. To that end, tertiary institutions have a commitment to support the continuing education of their graduates once they begin their careers. Unfortunately, not everyone can invest the years that full-time or part-time postgraduate courses of study demand. Due to a reduction in postgraduate completion rates, universities have recently accepted that offering micro-credentialing (i.e., continuing professional development in small, intensive chunks) is now a part of their mandate. Blended learning is a viable model for such professional development because this approach provides access to an online community where collegial sharing and discussion can occur. It can also offer face-to-face sessions that may strengthen community building and instant access to a network of professionals for training and development, in an anytime and anywhere professional learning environment, resulting in the fostering of a collaborative professional community.

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