IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS

2021 ◽  
Author(s):  
Kārlis Greitāns ◽  
◽  
Dace Namsone ◽  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Education Student ◽  
High Quality ◽  
Teacher Professional ◽  
Teachers Professional Development

This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning

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.

scholarly journals Engaging High School Students in an Engineering Thermodynamics Project

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Armando Paulino Preciado Babb ◽  
Candace Saar ◽  
Jim Brandon ◽  
Sharon Friesen
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
School Level ◽  
Engineering Project ◽  
Teacher Professional ◽  
K 12 ◽  
Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

Supporting Teacher Learning: Improving Mathematics Instruction through Classroom-Based Inquiry

2007 ◽  
Vol 14 (3) ◽  
pp. 182-186
Author(s):  
Caroline Brayer Ebby ◽  
Maria Palaitis Ottinger ◽  
Penny Silver
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Mathematics Instruction ◽  
Learning To Teach ◽  
Mathematical Content ◽  
Beliefs And Practice ◽  
Teacher Professional ◽  
Teacher's Knowledge

Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice (Putnam and Borko 2000). Preparing teachers to implement reform-oriented curricula requires positioning them as learners and inquirers of mathematical content, student learning, and instructional practice. Ball (1996) asserts that teacher professional development must embrace the uncertainty of practice and reflect a “stance of critique and inquiry—a stance of asking and debating, a discourse of conjecture and deliberation” (p. 506).

scholarly journals Research Trends in In-service Science Teacher Professional Development from 2012 to 2016

2019 ◽  
Vol 12 (2) ◽  
pp. 163-178 ◽  
Author(s):  
Abdulwali H Aldahmash ◽  
◽  
Saeed M Alshamrani ◽  
Fahad S Alshaya ◽  
Nawwaf A Alsarrani ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Teacher Professional Development ◽  
Research Trends ◽  
Service Science ◽  
Science Teacher Professional Development ◽  
Teacher Professional

scholarly journals Critical Incidents for Teachers’ Professional Development

2018 ◽  
Vol 5 ◽  
pp. 82-88
Author(s):  
Khem Raj Joshi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Critical Incident ◽  
Critical Incidents ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Future Reference

 Analysis of critical incidents is one of the approaches of teacher professional development. A critical incident is any unplanned event which takes place during the class. It is something we interpret as a problem or challenge in a particular context, rather than a routine occurrence. The incident is said to be critical because it is valuable and has some meaning. In other words, incidents happen but critical incidents are created because of their importance. Teachers can critically analyze any of their lessons and can make a particular event critical by reflecting on it. The teachers ask not only what happened but also why it happened. They then use the incidents for future reference. This article deals with the benefits of critical incidents and the ways to analyze them, which lead to successful teacher professional development.Journal of NELTA Surkhet,  Vol. 5 January, 2018f, Page: 82-88

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