A narrative inquiry of three elementary teachers’ professional development: A teacher-researcher’s investigation of English teacher professional growth

2021 ◽  
Vol 27 (4) ◽  
pp. 203-232
Author(s):  
Kyu-hye Hyeon ◽  
Kyonghee Ko
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Narrative Inquiry ◽  
Professional Growth ◽  
English Teacher ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Teachers Professional Development

scholarly journals Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 83-95
Author(s):  
Elia Gindin ◽  
Meaghan Van Steenbergen ◽  
Douglas L. Gleddie
Keyword(s):  
Narrative Inquiry ◽  
Reflective Practice ◽  
Professional Growth ◽  
Collaborative Inquiry ◽  
Practitioner Research ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Pedagogical Growth

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.

scholarly journals A Narrative Inquiry into a Newcomer School Principal’s Professional Development for ELLs

2020 ◽  
Vol 13 (12) ◽  
pp. 57
Author(s):  
Liping Wei
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Practical Knowledge ◽  
School Principal ◽  
Personal Practical Knowledge ◽  
Ell Students ◽  
Teacher Professional

This paper employs narrative inquiry (Clandinin & Connelly, 2000) as the methodology to uncover a school principal’s experiences and perceptions related to ELL teacher professional development. It recognizes educators’ personal practical knowledge as the greatest driving force in their professional growth. Through reflecting on her professional development experiences and narrating her personal practical knowledge in action, this study has provided some practical considerations in designing and enacting ELL teacher professional development. More often than not, teacher professional development focuses on the “best practices” and “research-based programs,” but provides little input from the recipients about their experiences and perspectives. This study strives to break this prevalent model of professional development by gearing towards how an educator/administrator perceives the problems in teacher professional development for ELLs and how to best address their problems. It is hopeful that this study will shed important light on how to construct positive professional development that benefits teachers and ELL students both theoretically and practically.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

2021 ◽  
pp. 16-32
Author(s):  
Cristina Honrubia Montesinos ◽  
Pedro Gil-Madrona ◽  
Luisa Losada-Puente
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Motor Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Personal Perspective ◽  
Teacher Professional ◽  
Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee
Keyword(s):  
The Netherlands ◽  
Professional Growth ◽  
Classroom Assessment ◽  
Meaningful Learning ◽  
Summative Assessment ◽  
Geography Education ◽  
Assessment Practices ◽  
Teacher Professional Growth ◽  
Teacher Professional

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

scholarly journals Live, online short-courses: A case study of innovative teacher professional development

2010 ◽  
Vol 11 (1) ◽  
pp. 81 ◽  
Author(s):  
Meghan E. Marrero ◽  
Jessica Fitzsimons Riccio ◽  
Karen A. Woodruff ◽  
Glen S. Schuster
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Course Design ◽  
Development Tool ◽  
Collaborative Community ◽  
Short Course ◽  
Competitive Funding ◽  
Teacher Professional ◽  
Short Courses

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA’s (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher’s own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

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