scholarly journals Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course

2021 ◽  
Vol 20 (1) ◽  
pp. 64-85
Author(s):  
Roland G Pourdavood ◽  
Meng Yan
Keyword(s):  
Professional Development ◽  
Administrative Support ◽  
Research Question ◽  
Integrated Approach ◽  
Teaching Mathematics ◽  
Essential Components ◽  
Field Notes ◽  
Teachers Professional Development ◽  
Ongoing Support ◽  
Mathematics And Science

Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a six-week summer course focusing on planning and teaching mathematics and science using an integrated approach enhance teachers’ knowledge, experience, and confidence in teaching? Data include participating teachers’ reflections on assigned readings, meeting discussions, collaborative planning and teaching, their final papers, and the instructor’s field notes. The findings suggest that the exchange of ideas and information along with the instructor’s ongoing support provides the teachers with opportunities to become more knowledgeable and confident in integrating mathematics and science. The study also suggests that ongoing professional development and school district administrative support are essential components for sustaining teachers’ professional development related to teaching mathematics and science from an integrated perspective.

scholarly journals Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

2021 ◽  
Author(s):  
А.Н. Виноградова
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Integrated Approach ◽  
Continuous Professional Development ◽  
The Road ◽  
Road Map ◽  
Organizational Work ◽  
Teachers Professional Development ◽  
Educational Path ◽  
Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

scholarly journals The Researcher’s Role: An Intervention Study Using Lesson Study in Norway

2021 ◽  
Author(s):  
Kåre Hauge
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Intervention Study ◽  
Research Question ◽  
Intervention Research ◽  
Data Sources ◽  
Crucial Importance ◽  
Teachers Professional Development ◽  
And Function ◽  
Role And Function

The aim of the study has been to investigate the researcher’s role in an intervention study using Lesson Study as a mediating artifact for teachers’ professional development. The research question addressed in this article is: “How can the researcher act and react to the challenges that emerge when enhancing the development of practice and still allow teachers to own and manage the project”? An argument for this study is that there are several studies that point out that the researcher’s role in intervention research in which teachers and researchers cooperate are of great importance. At the same time, little research describes the researcher’s role and function during a research project. This article describes and explores the researcher’s role in facing challenges in a practice-oriented intervention during the study. This study lasted for a period of two years. To answer the research question, I have used several data sources to get a holistic picture of the researcher role. Data sources consist of interviews, teacher’s reflection notes, research log and observations. This study verifies that the researcher’s role and approach are of crucial importance for change and development.

Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

2002 ◽  
Vol 24 (2) ◽  
pp. 81-112 ◽  
Author(s):  
Laura M Desimone ◽  
Andrew C. Porter ◽  
Michael S. Garet ◽  
Kwang Suk Yoon ◽  
Beatrice F. Birman
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Active Learning ◽  
Instructional Practices ◽  
Teaching Practice ◽  
Learning Opportunities ◽  
Teachers Professional Development ◽  
Mathematics And Science

This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.

Teachers' Understanding of EYL Principles and Their Ability To Apply the Principles in Teaching Practices:

2017 ◽  
Vol 5 (8) ◽  
pp. 29-42
Author(s):  
Suharno Suharno
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Educational Background ◽  
Methods And Techniques ◽  
Field Notes ◽  
Teachers Professional Development ◽  
Learning Principles ◽  
Early English ◽  
Better Than

The study reported here concerned EYL teachers’ understanding of EYL teaching and learning principles and their ability to apply those principles in classroom practices. Closely related to teachers’ understanding and ability, methods and techniques of teaching were elaborated. The reseacher involved participants from state Elementary Schools. Teachers’ understanding of EYL principles, teachers’ ability in applying those principles, and methods and techniques of teaching were the three main questions addressed in this study. The data were collected through class observations, interviews, questionnaires, and field notes. Analysis on corpus data revealed that (1) the participants posed various degrees of understanding of EYL principles and ability in applying the principles; some of which shared by all participants, some by a number of participants, and some by none. (2), The findings also discovered that educational background and the length of teaching experience did not say much to make a participant’s performance better than the others’, but professional development. Those who actively developed themselves professionally performed better than those who did not. The study recomends that all aspects relatable to EYL instruction provides rooms for EYL teachers’ professional development. EYL instruction calls for careful anticipation and execution, otherwise it may spoil the innitially intended objective of early English instruction in elementary school.

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