scholarly journals ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Nikita Dawe ◽  
Jeff Harris ◽  
Melanie Stevenson ◽  
Deborah Tihanyi
Keyword(s):  
Professional Development ◽  
Graduate Student ◽  
Teaching Practice ◽  
Training Programs ◽  
Anecdotal Evidence ◽  
Specific Training ◽  
Engineering Communication ◽  
Communication Instruction ◽  
The Impact ◽  
Ta Training

The Engineering Communication Programworks with engineering TAs in the Department ofMechanical and Industrial Engineering at the Universityof Toronto to deliver communication instruction in coredesign courses. Engineering TAs’ disciplinary expertiseaffords increased credibility with students, and we havehad consistent anecdotal evidence from TAs that teachingcommunication has made them better communicators.Currently, training involves a combination of instructionand mentorship, both from faculty and each other.Here, we investigate TAs’ increased confidence andskill in communication and teaching: what they finduseful, how the training has influenced theircommunication and teaching practice, and what morethey would like to explore in the future. An initial surveyand discussion found that confidence was shaped byexperience, course-specific training, instructor feedback,and peer learning. We hope to build on these findings infuture through a broader study of TAs in the Faculty andfurther development of our TA training programs

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

scholarly journals Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea

2021 ◽  
Author(s):  
◽  
Jeong Hyun Cho
Keyword(s):  
Professional Development ◽  
Education Policy ◽  
South Korea ◽  
Teacher Change ◽  
Teaching Practice ◽  
English Education ◽  
Education Curriculum ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Impact

<p>This multiple-case study investigated experienced English-as-a-foreign-language (EFL) teachers’ perceptions of changes to teaching practice as a result of professional development (PD) in South Korea. The study used one-on-one semi-structured interviews as the primary data source to capture teachers’ views on changes to their practice and the impact of their PD experiences. The study drew upon cultural historical activity theory as a theoretical framework and the literature on PD and teacher change to understand the relationship between PD and teacher change, and the influences on this relationship. This study found that various aspects of the teachers’ context – the English education curriculum, teacher culture, the school environment, and education policy – and the complex interrelationship among these factors led these teachers to develop a passive attitude towards PD learning and implementation. So, despite engaging in diverse PD experiences over their career, they rarely considered implementing changes within their teaching practice. This study revealed these experienced EFL teachers’ overarching concern about their levels of English proficiency. It showed that they were inclined to value newly qualified teachers’ capability over their own long teaching experience. They felt isolated within a stagnant teacher culture where they perceived that there was limited support for professional development from either school or education policy. Finally, they felt caught between the conflicting demands of the English education curriculum and classroom teaching. These experienced EFL teachers might be encouraged to develop a more positive attitude if their expertise and capacity were acknowledged as valuable. This would require an investment of time and effort to allow them to prepare for and contribute to PD learning and implementation. Orchestrated efforts from policymakers, school administrators, and teachers could help bring about substantial changes in experienced teachers’ teaching practice and enable them to share their expertise with other educators.</p>

scholarly journals Novice and Experienced EFL Teachers: Which Professional Development Programs Matters for Our Classroom?

2020 ◽  
Vol 5 (9) ◽  
pp. 1243
Author(s):  
Shandra Nitalinawati
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Descriptive Study ◽  
Experienced Teachers ◽  
Development Programs ◽  
Successful Development ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
The Impact ◽  
Depth Interviews

<p><strong>Abstract:</strong> This study aimed at exploring the perceptions of EFL novice and experienced teachers on the impact of professional development programs to their teaching practice. The design of this study is a descriptive study by using in-depth interviews for gaining the data. The result of this study revealed that novice and experienced teachers have different needs in developing their professionalism. This differences then lead to different preferences of development programs which really fulfill their needs and influence their teaching practice. Meanwhile, both teachers agree that the time permission is the most important factor of a successful development programs for teachers.</p><strong>Abstrak:</strong><em> </em>Penelitian ini menyelidiki persepsi guru Bahasa Inggris pemula dan guru berpengalaman dalam dampak kegiatan pengembangan keprofesian terhadap kegiatan pembelajaran mereka. Metode yang digunakan dalam penelitian ini adalah metode wawancara mendalam dengan pertanyaan-pertanyaan terbuka. Hasil dari penelitian ini menunjukkan bahwa guru bahasa Inggris pemula dan berpengalaman memiliki kebutuhan yang berbeda dalam mengembangkan profesionalisme mereka. Perbedaan ini kemudian mengarah pada perbedaan pilihan kegiatan pengembangan keprofesian.

scholarly journals Pertinencia de los programas de formación para la actualización docente en el marco de la socioformación y el desarrollo social sostenible / Relevance of training programs for teachers updating in the framework of socio-formation and sustainable social development

2020 ◽  
pp. 35-43
Author(s):  
José Rosendo Alvarado Vázquez ◽  
Josemanuel Luna-Nemecio
Keyword(s):  
Sustainable Development ◽  
Social Development ◽  
Training Program ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Training Programs ◽  
Face To Face ◽  
Documentary Analysis ◽  
The Face ◽  
The Impact

El propósito del presente artículo es realizar un análisis documental a partir de una reflexión conceptual de evaluación desde la socioformación, donde las rúbricas permiten evaluar el desempeño, e identificar el impacto que tienes los cursos presenciales con sus respectivas características en los formadores activos. Para la metodología se tuvieron en cuenta las categorías, y subcategorías que se emplearon para eficientizar la información puesta en la cartografía conceptual al estudiar un concepto o teoría a partir de documentos. Respecto a los resultados, existe una distancia entre los cursos que se imparten a los docentes y la forma de llevarlos a su práctica docente, además de ausencia y pertinencia en temas sustanciales sobre el desarrollo sostenible. Se concluye que aun cuando a los formadores de docentes activos se les ofrece un programa de capacitación, se siguen reproduciendo contenidos programáticos desde su óptica, de lo que a su juicio el estudiante deberá aprender. The purpose of this article is to carry out a documentary analysis from a conceptual reflection of the evaluation from the socioformation, where the rubrics allow to evaluate the performance and to identify the impact that the face-to-face courses with their respective characteristics have on active trainers. For the methodology, the categories and subcategories that were used to make the information put into the conceptual cartography efficient when studying a concept or theory from documents were taken into account. Regarding the results, there is a distance between the courses that are taught to teachers and the way to take them to their teaching practice, in addition to the absence and relevance of substantial topics on sustainable development. Conclusions: Even when active teacher educators offer them a training program, programmatic content continues to be reproduced from their perspective, from which, in their opinion, the student must learn.

scholarly journals Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea

2021 ◽  
Author(s):  
◽  
Jeong Hyun Cho
Keyword(s):  
Professional Development ◽  
Education Policy ◽  
South Korea ◽  
Teacher Change ◽  
Teaching Practice ◽  
English Education ◽  
Education Curriculum ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Impact

<p>This multiple-case study investigated experienced English-as-a-foreign-language (EFL) teachers’ perceptions of changes to teaching practice as a result of professional development (PD) in South Korea. The study used one-on-one semi-structured interviews as the primary data source to capture teachers’ views on changes to their practice and the impact of their PD experiences. The study drew upon cultural historical activity theory as a theoretical framework and the literature on PD and teacher change to understand the relationship between PD and teacher change, and the influences on this relationship. This study found that various aspects of the teachers’ context – the English education curriculum, teacher culture, the school environment, and education policy – and the complex interrelationship among these factors led these teachers to develop a passive attitude towards PD learning and implementation. So, despite engaging in diverse PD experiences over their career, they rarely considered implementing changes within their teaching practice. This study revealed these experienced EFL teachers’ overarching concern about their levels of English proficiency. It showed that they were inclined to value newly qualified teachers’ capability over their own long teaching experience. They felt isolated within a stagnant teacher culture where they perceived that there was limited support for professional development from either school or education policy. Finally, they felt caught between the conflicting demands of the English education curriculum and classroom teaching. These experienced EFL teachers might be encouraged to develop a more positive attitude if their expertise and capacity were acknowledged as valuable. This would require an investment of time and effort to allow them to prepare for and contribute to PD learning and implementation. Orchestrated efforts from policymakers, school administrators, and teachers could help bring about substantial changes in experienced teachers’ teaching practice and enable them to share their expertise with other educators.</p>

scholarly journals An In-depth Analysis of Peers and Mentors’ Feedback during Teaching Practicum

2019 ◽  
Vol IV (III) ◽  
pp. 241-249
Author(s):  
Tahira Kalsoom ◽  
Fakhra Aziz ◽  
Sadaf Jabeen
Keyword(s):  
Professional Development ◽  
Prospective Teachers ◽  
Public Universities ◽  
Teaching Practice ◽  
Training Programs ◽  
Teaching Practicum ◽  
Effective Feedback ◽  
Depth Analysis ◽  
Lahore City

It is very essential to provide quality and effective feedback to the prospective teachers during practicum to provide information about their teaching strengths and weaknesses. Provision of feedback helps them to remove their mistakes and improve their teaching practice. The aim of this study was to examine the role of peer’s and mentor’s feedback on the performance of prospective teachers during practicum. 6 prospective teachers and 3 mentors were interviewed by the researcher. The whole data was collected from 3 public universities of Lahore city. Findings of this study revealed that peer’s and mentor’s feedback plays an important role in their learning and professional development during practicum. This study suggests that universities should conduct some training programs, seminar and workshops for prospective teachers and their mentors to provide awareness about the role of peer’s and mentor’s.

scholarly journals “My classroom is a bigger place”: Examining the Impact of a Professional Development Course on the Global Perspective of Experienced Teachers

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Steve Sider ◽  
Mary Ashun
Keyword(s):  
Professional Development ◽  
Teacher Change ◽  
Classroom Practice ◽  
Global Education ◽  
Teaching Practice ◽  
Global Perspective ◽  
Experienced Teachers ◽  
Key Aspects ◽  
The Impact ◽  
Development Course

How do experienced teachers develop a global perspective through a professional development course and how can this perspective impact classroom practice? These are the two key questions which this paper examines. We utilize Guskey’s (2002) model of teacher change as a framework for understanding the results of a study involving experienced teachers who took a professional development course which had a focus on global education. The participants engaged in a number of activities four months after the completion of the course to explore how the course had impacted their classroom teaching practice. Common themes were identified through participant reflective papers and questionnaire-responses which gave insight into what the participants felt were key aspects of learning in the enhancement of their global perspective. The paper provides an opportunity to consider Guskey’s (2002) model for teacher change, particularly the sequence with which teacher attitudes and beliefs change. As well, we discuss how teachers’ commitment to global citizenship can be shaped and how this might impact classroom practice.

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