A Qualitative Case Study on Characteristics of Professional Development in Online Teacher Community

2014 ◽  
Vol 10 (4) ◽  
pp. 113-137
Author(s):  
YoungBum Oh
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Teacher Community ◽  
Online Teacher

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

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 How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

scholarly journals Curriculum design for professional development in public health nutrition in Britain

1998 ◽  
Vol 1 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Jacqueline Landman ◽  
Judith Buttriss ◽  
Barrie Margetts
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Curriculum Design ◽  
Professional Education ◽  
Qualitative Case Study ◽  
Public Health Nutrition ◽  
The Uk ◽  
British State ◽  
Unique Relationship

AbstractObjective:To describe how the Nutrition Society developed public health nutrition as a profession between 1992 and 1997, and to analyse the influences propelling on this professionalization.Design:Qualitative case study.Setting:Britain.Results:The Nutrition Society of Britain consulted with various stakeholders (such as dietitians, researchers, professionals and practitioners and educators from the UK, and latterly from mainland Europe) to build a consensus about the definition, roles and functions of public health nutritionists and the need for, and scope of, this new profession. Building on this consensus, the Society developed a curriculum in line with British national nutrition policy. Analysis shows that the design and philosophy of the curriculum is explicitly international and European in orientation, in keeping with the tradition of the discipline and the Society. The curriculum is designed in terms of specialist competencies in public health nutrition, defining competency so that registered public health nutritionists are advanced practitioners or leaders: this is in keeping with contemporary trends in professional education generally and as expressed by the UNU/IUNS and at Bellagio, in nutrition in particular.Conclusions:Despite a unique relationship with British state and policy, this case of professionalization contributes to contemporary international inter- and intraprofessional debates about the nature of public health nutrition and is consistent with professional educational theory.

scholarly journals Professional Development of English Teachers at a State Islamic Senior High School in Palembang

2020 ◽  
Vol 5 (2) ◽  
pp. 471
Author(s):  
Rizki Fadhliyah ◽  
Soni Mirizon ◽  
Ismail Petrus
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
The Internet ◽  
Scientific Publications ◽  
Case Study Design ◽  
The Poor ◽  
Teachers Professional Development

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.

scholarly journals University practitioners’ critical reflections from the collaboritive model

2021 ◽  
Vol 10 (3) ◽  
pp. 342-359
Author(s):  
Edgar Eduardo Heredia-Arboleda ◽  
Mónica Torres-Cajas ◽  
Danilo Yépez-Oviedo ◽  
Adriana Lara-Velarde
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Public University ◽  
Teaching Evaluation ◽  
Collaborative Model ◽  
Critical Reflections ◽  
Expository Essays

This investigation aimed to report University practitioners' critical reflections generated from Gosling's third POT model to raise awareness of institutional authorities and educationalists on the importance of consolidating POT programs on a regular basis. This qualitative case study was conducted with a sample of fourteen instructors currently working in a Public University situated in the Ecuadorian highlands. This group of academic practitioners was divided into pairs so that seven subgroups resulted from this division. Each subgroup worked firstly on the collaborative model process, which contemplated observation forms; then, they executed critical reflections; this data was gathered in collaborative expository essays and encapsulated in this manuscript. The obtained results disclose a high proclivity towards ongoing professional development, said differently; there is a considerable desire on the part of our participants to cultivate a teaching evaluation philosophy on a rolling basis. In general, this study had a positive repercussion on those involved due to its substantial interchangeable reflections.

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