scholarly journals Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

2017 ◽  
Vol 8 ◽  
Author(s):  
David J. Shernoff ◽  
Suparna Sinha ◽  
Denise M. Bressler ◽  
Dawna Schultz
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Next Generation Science Standards ◽  
Next Generation ◽  
Science Standards ◽  
Teacher Professional

scholarly journals Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Alireza Ahadi ◽  
Matt Bower ◽  
Abhay Singh ◽  
Michael Garrett
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Background Information ◽  
Evaluation Approach ◽  
Online Mode ◽  
Evaluation Models ◽  
Teacher Professional ◽  
Workshop Evaluation

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

scholarly journals Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development

2018 ◽  
Vol 1 (1) ◽  
pp. 13-41
Author(s):  
Panayiotis Antoniou ◽  
Leonidas Kyriakides ◽  
Bert Creemers
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Theoretical Models ◽  
Integrated Approach ◽  
Teaching Skills ◽  
Educational Effectiveness ◽  
Perceptions And Attitudes ◽  
Teacher Professional ◽  
The Impact

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integratedapproach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA andthe second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.

scholarly journals Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)

2017 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Umezawa Osamu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Teacher Professional Development ◽  
21St Century ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Next Generation ◽  
Sports Science ◽  
Teacher Professional

The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.

scholarly journals PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2015 ◽  
Vol 65 (1) ◽  
pp. 28-38
Author(s):  
Andrea C. Burrows
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teacher Perception ◽  
Science Technology ◽  
Teacher Professional ◽  
Systemic Nature ◽  
And Mathematics ◽  
K 12 ◽  
Academic Year

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

scholarly journals Unexplored Potential in Online In-Service Teacher Professional Development towards Teaching with Technology: Teacher Perceptions, Challenges and Spill-Over Effects in Kenya

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Bernadette K. Kiarie ◽  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Group Discussion ◽  
Training Intervention ◽  
Containment Measures ◽  
Teacher Professional ◽  
Teacher Enhancement ◽  
The Government ◽  
Descriptive Survey

Online courses can provide a worthwhile alternative to on-site Teacher Professional Development (TPD) especially in developing countries such as Kenya. This study was based on a training intervention which helped teachers to cope with the sudden turn of events that came after the government closed schools as one of the COVID-19 containment measures. A private university in Kenya designed and launched an online in-service course to respond to the needs of teachers amidst the pandemic. The university’s Teacher Enhancement Programme (TEP) realized that the training proved to be a game changer for the group of teachers who participated. The online training intervention enabled the teachers to get in touch with learners who were otherwise inaccessible. This study is a descriptive survey with both quantitative and qualitative data from a post survey questionnaire and a focused group discussion. The outcomes of the study indicated that online teacher enhancement programmes are an uncharted potential option for TPD even though there were challenges. The training intervention boosted teacher confidence in using technology to teach, and encouraged them to venture and discover more technology-based teaching tools on their own. The training intervention also led to improved teacher performance in the employment of emergency remote teaching within their learning institutions.

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