Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2021 ◽  
pp. 1357-1371
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

scholarly journals The Effects of Teachers’ Training on Professional Development and Teaching Practice: A Case Study of Two Selected Colleges in Bangladesh

2021 ◽  
Vol 2 (1) ◽  
pp. 148-179
Author(s):  
Mohammad Jahangir Hossain Mojumder
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Small Samples ◽  
Formal Schooling ◽  
Problem Solving Skills

Nowadays, demands are growing for outcome-based and transferable learning, particularly in higher education. Being the terminal formal schooling, it needs facilitation of pupils’ achievement of problem-solving skills for real-life by teachers. To this end, this qualitative research employs a case study approach, which is suitable to test an event with small samples, and a phenomenological method to analyze respondents’ perceptions and activities thematically and descriptively to assess changes. In-depth interviews, focus group discussions, and class observations are used to collect data from two selected colleges to examine the extent of professional development and methodological shift in teaching as effects of training to include active learning strategies for better learning outcomes. The data though reveals that the selected flagship training program offers a bunch of pedagogical methods (not need-based) to imbibe, yet reject the idea that the nationally arranged training remains a successful effort to increase trainees’ knowledge, skills, and polish attitudes except disseminating a few concepts superficially. Moreover, trainees lack the motivation to shift their teaching habits and are unconvinced that the application of these newly learned strategies will transform anything. Likewise, they are discontented about training contents and unenthusiastic in consort with unfavorable opinions about training procedures and trainers to some extent. Therefore, the results suggest limited or no significant professional development and modification in teaching practice, rather teachers continue conventional teacher-centered method, and the effort stays insufficient, extraneous, ‘fragmented’, and ‘intellectually superficial’. Additionally, at the colleges, large class size, inappropriate sitting arrangement, pervasive traditionality, absenteeism, and other analogous challenges limited them to change their practice. Considering all these, this study suggests that alternations should be initiated at a micro (teachers & college) and macro-level (training providers & policymakers) to offer tailor-made, autonomous, and need-based training. Last but not the least, this endeavor is limited by being entirely qualitative with a small sample size and not eliciting the views of any of the trainers and policymakers and which can be an indication of points of departure for future study.

scholarly journals Self-Directed Professional Development: EFL Teachers' Understanding

2021 ◽  
Vol 3 (4) ◽  
pp. 196-208
Author(s):  
Surendra Prasad Bhatt
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Teacher Development ◽  
English Language ◽  
Secondary Level ◽  
English Teachers ◽  
Teaching Profession ◽  
Effective Teacher ◽  
Self Directed Learning ◽  
Directed Learning

Self-directed professional development is the process to develop professionally with the help of self-motivation, self-initiation, and strong willpower. Teacher development through self-direction is the concern these days in Nepal. The study explores the experiences of secondary-level English language teachers in the practice of self-directed professional development strategies within the theoretical framework of adult learning theory, more specifically, a key component of self-directed learning. Based on the telephone interviews with five English teachers teaching English at the secondary level of Dadeldhura district, the practice of the experience of practicing self-directed learning strategies was explored. The study reveals that the teacher teaching in secondary level challenges like large class, less or no effective teacher training, improper use of CAS, and lack of teaching material in the teaching profession. To tackle these challenges, they adopt different strategies themselves. Mainly this study showed that strategies like reading printed materials, use of internet and ICT tools, action research, reflection, and collaboration among teachers are some common among them. These strategies are very often and easy for their professional development. These strategies are adopted for solving mainly everyday problems. Despite being in remote areas of Nepal secondary level English teachers are self-motivated to adopt different strategies for their professional development. 

scholarly journals Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan

2020 ◽  
Vol 12 (2) ◽  
pp. 46
Author(s):  
Fumi Takegami
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Teaching Practice ◽  
Curriculum Policy ◽  
Policy Changes ◽  
Language Curriculum

The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two core themes to encapsulate the data: Existing Positive Disharmonies (EPD), a disruptive zone leading to possibility of change; and Reconstructing Teaching Practice (RTP), in which the participant experienced changes that worked in her lessons. This led to the advancement in her teacher development to meet the demands of the new curriculum policy. The paper demonstrates that shedding light on positive disharmonies within teaching practices was useful in the participant’s professional development helping her to make instructional adjustments required by policy changes. It is plausible that the outcomes of this study may be transferable to teachers working in other similar teaching environments. Accordingly, a model for teacher development is presented to help JTEs and other teachers in their teacher development.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Case Study

2018 ◽  
pp. 95-111
Keyword(s):  
Primary Schools ◽  
Self Directed Learning ◽  
Response To Instruction ◽  
Effective Learning ◽  
Curriculum Framework ◽  
Directed Learning ◽  
Primary Years Programme

Chapter 5 presents a case study that reports on the assessment of self-directed learning (SDL) in three schools categorized with the local curriculum framework, and three nearby schools with the International Baccalaureate's Primary Years Programme. Results of the investigation indicate that there is a link between curriculum and students' knowledge of, as well as their response to, instruction about SDL. The chapter ends with a discussion of the implications of curriculum emphasis on inquiry for students' SDL, and the opportunities that exist for using the assessment of SDL with local curriculum documents that aim to promote effective learning in primary schools.

Evolving Pedagogy and Practice

2016 ◽  
pp. 2005-2033
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

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