An Online Course Design for Inservice Teacher Professional Development in a Digital Age

Teacher Educators ◽

Course Design ◽

Online Courses ◽

Inservice Teachers ◽

Theoretical Frameworks ◽

Design Based Research ◽

Implementation Evaluation ◽

This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

Handbook of Research on Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

An Online Course Design for Inservice Teacher Professional Development in a Digital Age

10.4018/978-1-4666-8403-4.ch003 ◽

2015 ◽

pp. 55-80

Author(s):

Kyungmee Lee ◽

Clare Brett

Keyword(s):

Teacher Educators ◽

Course Design ◽

Online Courses ◽

Inservice Teachers ◽

Theoretical Frameworks ◽

Design Based Research ◽

Implementation Evaluation ◽

This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher

Teaching and Teacher Education ◽

10.1016/j.tate.2009.02.020 ◽

2009 ◽

Vol 25 (8) ◽

pp. 1158-1168 ◽

Cited By ~ 60

Author(s):

Yusuf Koc ◽

Deniz Peker ◽

Aslihan Osmanoglu

Keyword(s):

Inservice Teachers ◽

Online Video ◽

Teacher Professional ◽

Video Case Study

The Journey From Trepidation to Theory: P-12 Teacher Researchers and Creativity

LEARNing Landscapes ◽

10.36510/learnland.v6i1.595 ◽

2012 ◽

Vol 6 (1) ◽

pp. 421-441

Author(s):

Jenice L. View ◽

Mary Stone Hanley ◽

Stacia Stribling ◽

Elizabeth DeMulder

Keyword(s):

Cognitive Complexity ◽

Core Curriculum ◽

Teacher Educators ◽

Development Program ◽

Individual Growth ◽

Creative Processes ◽

The Arts ◽

There is typically no expectation of creativity in the context of teacher professional development programs. Yet, the Common Core Curriculum and other constructs demand that teachers exhibit considerable creativity in curriculum and instruction. The challenge then for teacher educators is to support each learner’s individual growth toward greater cognitive complexity. This research examined the experience of a group of P-12 classroom teachers who explored the use of the arts to nurture their own creative processes, classroom research, understanding of difference, particularly race and culture, and instructional practices in the context of a graduate teacher professional development program.

Professional Development 1.5

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch020 ◽

2016 ◽

pp. 314-335 ◽

Cited By ~ 1

Author(s):

D. Bruce Taylor ◽

Jean P. Vintinner ◽

Karen D. Wood

Keyword(s):

Information Communications Technologies

Teaching And Learning ◽

Inservice Teachers ◽

Grade Levels ◽

Use Of Technology ◽

Communications Technologies ◽

Teacher Professional ◽

K 12 ◽

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

Fundamental: Optimizing a Teacher Professional Development Program for Teaching STEM with Robotics Through Design-based Research

10.18260/1-2--30551 ◽

2020 ◽

Author(s):

S.M. Mizanoor Rahman ◽

Veena Jayasree Krishnan ◽

Vikram Kapila

Keyword(s):

Development Program ◽

Professional Development Program ◽

Design Based Research ◽

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

A Policy Manifesto for Antiracist Teacher Professional Development

10.4018/978-1-7998-8547-4.ch012 ◽

2021 ◽

pp. 247-276

Author(s):

Jenice L. View ◽

Elizabeth K. DeMulder ◽

Stacia M. Stribling ◽

Laura L. Dallman

Keyword(s):

Low Income ◽

Skin Color ◽

Teacher Educators ◽

Family Income ◽

Immigrant Students ◽

Policy Makers ◽

Call To Action ◽

The authors believe that the de-racialization of teacher professional development is as harmful to teachers as the deprofessionalization of teachers, leaving them without the tools needed to attend to the basic and unmet needs of Students of Color, immigrant students, low-income students, as well as of affluent white students. Teacher educators, administrators, and policy makers should invest in sustained and broadly applied antiracist practices and policies as a matter of public self-interest. To extend Kendi's notion of antiracist educational policies, the authors suggest a spectrum of small “p” and big “P” policies that address the uniqueness of schools as institutions of learning and human development, where children are sorted early by skin color and family income to their “assigned” school. The authors offer this chapter as both a call to action and an invitation to collaborate to create and broaden antiracist teacher professional development.

Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings - Advances in Educational Technologies and Instructional Design ◽

Professional Development 1.5

10.4018/978-1-4666-5982-7.ch028 ◽

2014 ◽

pp. 567-588

Author(s):

D. Bruce Taylor ◽

Jean P. Vintinner ◽

Karen D. Wood

Keyword(s):

Information Communications Technologies

Teaching And Learning ◽

Inservice Teachers ◽

Grade Levels ◽

Use Of Technology ◽

Communications Technologies ◽

Teacher Professional ◽

K 12 ◽

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

Advances in Educational Marketing, Administration, and Leadership - Technology Leadership in Teacher Education ◽

Serving Rural Teachers Using Synchronous Online Professional Development

10.4018/978-1-61520-899-9.ch007 ◽

2010 ◽

pp. 111-124 ◽

Cited By ~ 1

Author(s):

Shari L. Stockero

Keyword(s):

Teacher Learning ◽

Course Design ◽

Lessons Learned ◽

Online Professional Development ◽

Rural Teachers ◽

Design And Implementation ◽

Teacher Professional ◽

Development Course

This chapter describes the design and implementation of a blended online synchronous teacher professional development course that was developed to meet the needs of rural educators. The author discusses how research on teacher learning influenced both the course design and instruction and then describes course activities and the ways in which the participants engaged in them. Specific features of the course that supported teacher learning are discussed, the instructor’s and participants’ perspectives on the course are shared, and evidence of teacher learning is presented. The chapter concludes with lessons learned and a discussion of potential areas of research related to supporting teacher learning in online environments.

Antiracist Professional Development for In-Service Teachers - Advances in Higher Education and Professional Development ◽

A Policy Manifesto for Antiracist Teacher Professional Development

10.4018/978-1-7998-5649-8.ch006 ◽

2020 ◽

pp. 137-179

Keyword(s):

Low Income ◽

Skin Color ◽

Teacher Educators ◽

Family Income ◽

Immigrant Students ◽

Policy Makers ◽

Call To Action ◽

The authors believe that the de-racialization of teacher professional development is as harmful to teachers as the deprofessionalization of teachers, leaving them without the tools needed to attend to the basic and unmet needs of Students of Color, immigrant students, low-income students, as well as of affluent white students. Teacher educators, administrators, and policy makers should invest in sustained and broadly applied antiracist practices and policies as a matter of public self-interest. To extend Kendi's notion of antiracist educational policies, the authors suggest a spectrum of small “p” and big “P” policies that address the uniqueness of schools as institutions of learning and human development, where children are sorted early by skin color and family income to their “assigned” school. The authors offer this chapter as both a call to action and an invitation to collaborate to create and broaden antiracist teacher professional development.