Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 176-194
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 1482-1500
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 1484-1500
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

scholarly journals Professional Development for Ethical Teaching

2008 ◽  
Author(s):  
Roseanna Bourke ◽  
John O'Neill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Teaching Practice ◽  
Code Of Ethics ◽  
Real Life ◽  
Development Programme ◽  
Good Teaching ◽  
Values And Beliefs ◽  
Professional Development Programme ◽  
Good Teaching Practice

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own “right” or “best” answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of “good” teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

scholarly journals Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

2015 ◽  
Vol 31 (6) ◽  
Author(s):  
Muhammad Fauzan Ansyari
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
English Language ◽  
Development Programme ◽  
English Language Teaching ◽  
Pedagogical Content ◽  
Collaborative Environment ◽  
Basic Technology ◽  
Professional Development Programme ◽  
Authentic Learning Experiences

<p>This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language teaching setting. The study explored the characteristics of this programme to English lecturers’ technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers’ TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.</p>

scholarly journals Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia

2020 ◽  
Vol 45 (7) ◽  
pp. 15-44
Author(s):  
Gosia Klatt ◽  
◽  
Amy Berry ◽  
Anne Suryani ◽  
Veronica Volkoff ◽  
...  
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Home Country ◽  
Development Programme ◽  
Teachers Perceptions ◽  
Professional Development Programme ◽  
Perceptions Of Teaching

This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.

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