scholarly journals EVALUATING A SYNCHRONOUS ONLINE TEACHER DEVELOPMENT PROGRAM ON CREATING CALL TEACHING MATERIALS

2017 ◽  
Vol 3 (2) ◽  
pp. 159-170
Author(s):  
Corry Caromawati ◽  
Keyword(s):  
Teacher Development ◽  
Development Program ◽  
Teaching Materials ◽  
Online Teacher ◽  
Synchronous Online

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Mentorship Program as A Productive Teacher Development Program at Sekolah Pelita Harapan in Indonesia

2020 ◽  
Vol 1 (3) ◽  
pp. 311-318
Author(s):  
Rosma Indriana Purba ◽  
Ratna Setyowati Putri ◽  
Donna Imelda
Keyword(s):  
Leadership Development ◽  
Teacher Development ◽  
Educational Leaders ◽  
Development Program ◽  
Mentoring Program ◽  
Development Programs ◽  
Mentorship Program ◽  
Self Reflection ◽  
Job Shadowing ◽  
Cost Efficient

A mentorship program is cost-efficient and effective ways to get employees engaged and empowered. The program enables developing talent and increases productivity across the organization. The executive team of Sekolah Pelita Harapan has grown a strong desire to help equipping educational leaders to be effective in their role as educators. It is founded on the belief that an excellent candidate having a background of experience in education and showing strong potential for further leadership development can benefit enormously through the opportunities that mentorship can offer. Through several models of teacher development programs, it was finally confirmed that the mentoring program was an excellent way to develop the teacher's performance. Keywords: mentoring, job shadowing, active application, dialogue, professional reading, self-reflection.

The Reality of Virtual Reality

2013 ◽  
pp. 74-93 ◽  
Author(s):  
Karen Lybeck ◽  
Dana Bruhn ◽  
Solen Feyissa
Keyword(s):  
Virtual Reality ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Second Life ◽  
Role Playing ◽  
Teaching English ◽  
Teaching Activities ◽  
Online Teacher ◽  
One Year ◽  
Research Period

In order to improve teacher preparation courses offered online, a study of the use of Second Life virtual world for peer-teaching activities was conducted. The research period was over one year and the sampling group consisted of 25 Teaching English as a Second Language (TESL) students. The methods practiced during the study follow the suggestions and implications given in previous research in hopes that an informed design would be the means to overcome the published limitations of Second Life. Despite this, the authors were not able to overcome previous difficulties, and did not find Second Life to be useful as a tool for classroom role-playing in online teacher-development courses. Virtual reality, however, has promise for facilitating teacher development; thus, further investigation is needed to find an appropriate virtual venue for this purpose.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

scholarly journals The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management

2015 ◽  
Vol 8 (12) ◽  
pp. 193
Author(s):  
Thikamporn Boonmak ◽  
Kowat Tesaputa ◽  
Amparn Duangpaeng
Keyword(s):  
Teacher Development ◽  
Professional Training ◽  
System Development ◽  
School Administrators ◽  
Evaluation Research ◽  
Development Program ◽  
Structure Interview ◽  
Data Survey ◽  
Learning Management ◽  
Competency Evaluation

<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>

scholarly journals Developing English for Academic Purposes (EAP) teaching materials: a needs analysis of novice teachers

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Larissa Goulart da Silva ◽  
Ana Paula Seixas Vial ◽  
Simone Sarmento
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Novice Teachers ◽  
Teacher Development ◽  
English For Academic Purposes ◽  
Needs Analysis ◽  
English Learning ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Online Surveys

Abstract The Language without Borders (LwB) Programme is an educational policy which aims at promoting English learning at universities as well as promoting opportunities for teacher development. LwB teachers have to prepare their own English for Academic Purposes (EAP) teaching materials. Taking this into account, we seek to understand how the LwB Programme prepares these teachers to create EAP materials and  if they encounter any difficulties. A needs analysis was carried out through online surveys and semi-structured interviews. The former was sent to LwB teachers from all over Brazil, and the latter was conducted with teachers from one university. Based on the results we suggest some topics that could be addressed in the pedagogical meetings to address these teachers’ needs. Keywords: English for academic purposes, teacher training, Languages without Borders.   O desenvolvimento de materiais didáticos de Inglês para Fins Acadêmicos (IFA): uma análise das necessidades de professores iniciantes  Resumo O Programa Idiomas em Fronteiras (IsF) é uma política educacional que busca promover a aprendizagem de inglês na universidade e ser uma oportunidade de formação de professores, pois os professores-bolsistas do IsF devem preparar seu próprios materiais didáticos de Inglês para Fins Acadêmicos (IFA). Levando isso em consideração, buscamos entender como o Programa IsF prepara esses professores para elaborar materiais de IFA e se encontram dificuldades. Para tanto, foi conduzida uma análise de necessidades através de questionários online e entrevistas. Os questionários foram enviados para professores IsF de todo o Brasil e as entrevistas foram realizadas com professores de uma universidade. Com base nos resultados, sugerimos tópicos que podem ser trabalhados nas reuniões pedagógicas para responder às necessidades dos professores. Palavras-chave: Inglês para fins acadêmicos; formação de professores; Idiomas sem Fronteiras.

scholarly journals The development of a Polish pre-literacy manual based on action research evidence

2017 ◽  
Vol 36 (1) ◽  
pp. 75-86
Author(s):  
Edward Gillian ◽  
Bogna Ferensztajn ◽  
Bożena Franków-Czerwonko ◽  
Urszula Paradowska
Keyword(s):  
Teacher Development ◽  
Oral Language ◽  
Intervention Program ◽  
Current Knowledge ◽  
Development Program ◽  
Polish Language ◽  
English Speaking ◽  
Language Context ◽  
Developmental Norms ◽  
The Relationship

There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with preliteracy concepts and activities sequenced developmentally according to current knowledge about how Polish children develop their skills in these areas. The textbook developed from a collaborative process between the researchers and pre-school teachers during the collection of pre-literacy developmental norm data and regular collaborative workshops focused of planning and implementing intervention programs with the use of explicit methodologies and formative assessment.

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