Serving Rural Teachers Using Synchronous Online Professional Development

2010 ◽  
pp. 111-124 ◽  
Author(s):  
Shari L. Stockero
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
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.

First Year Students’ Conceptions of Learning

2011 ◽  
pp. 56-68
Author(s):  
Despina Varnava-Maroucho
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Research Design ◽  
Practical Knowledge ◽  
Lessons Learned ◽  
First Year ◽  
Conceptions Of Learning ◽  
First Year Students ◽  
Teacher Professional ◽  
Development Course

Through lessons learned, from the research outlined, the chapter aims, first, to provide future researchers with some practical knowledge on research design and development. Secondly, to emphasise some of the dilemmas that so often separate theory from practice in the field of student learning and which are so crucial for teacher professional development, course designers and educators in general.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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).

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2019 ◽  
pp. 20-39
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

scholarly journals Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

2015 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Dianne Wilmot ◽  
Jean Schäfer
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Visual Arts ◽  
Mathematics Teaching ◽  
Lessons Learned ◽  
Early Years ◽  
Post Intervention ◽  
Mathematical Concepts ◽  
Bachelor Of Education ◽  
Teacher Professional

This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.

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