Effective Methods of Professional Development

2020 ◽  
pp. 1-19
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Staff Development ◽  
Instructional Practices ◽  
Professional Learning ◽  
Teacher Interviews ◽  
Learning Practices ◽  
Staff Developers ◽  
Instructional Changes ◽  
The Relationship

This chapter discusses successful elements of professional learning practices. Teacher interviews inform this chapter, as they share their own experiences. Teachers come to staff development with beliefs and knowledge about teaching. The relationship between the knowledge and opinions that teachers bring and what staff developers offer are critical to the acceptance of new instructional practices. For meaningful instructional changes to occur, teachers must have a voice in the process of their own learning. Successful professional development should allow for reflection, collaboration, and acknowledge the needs and interests of teachers. Furthermore, adult education practices need to be considered when designing professional learning sessions.

Impact of Podcasts as Professional Learning

2011 ◽  
pp. 237-250
Author(s):  
Kathleen P. King
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Instructional Design ◽  
Staff Development ◽  
Instructional Strategies ◽  
Professional Learning ◽  
Data Gathering ◽  
Research Strategies ◽  
Formal And Informal Learning ◽  
K 12

Until now, research on podcasting in education mostly examined teacher created podcasts in K-12 and higher education. This paper explores podcasts in professional learning across several genres of podcasts. Using a popular typology of podcasts, teacher created, student created and professional development podcasts (King & Gura, 2007), this paper compares, contrasts and reveals the potential of multiple educational contexts and instructional strategies, formative instructional design, interdisciplinary strategies, formal and informal learning, and effective uses of data gathering methods. The significance of the study extends from not only the extensive reach of the data gathering and production, but also the robust research model, formative and dynamic instructional design for staff development and recommendations for podcasting research strategies.

scholarly journals Staff Use of E-Learning and Graduate Competencies for the Knowledge Economy: A Study of the Misalignment between Rhetoric and Practice

2005 ◽  
Vol 2 (3) ◽  
pp. 224-237 ◽  
Author(s):  
Nicos Souleles
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Knowledge Economy ◽  
Policy Documents ◽  
Graduate Employability ◽  
E Learning ◽  
Changing Role ◽  
The Relationship

E-learning is part of the wider debate on the changing role of higher education (HE). It is associated with the agenda on graduate employability and competencies for the knowledge economy (KE). Policy documents make explicit that participation in the KE is congruent with the acquisition of meta-skills. The role of HE is to provide for these competencies and e-learning is presented as assisting this objective. A primary prerequisite, however, is appropriate staff development. This qualitative study examines the relationship between the rhetoric and the practice of e-learning, and argues that issues associated with professional development exist at both institute and staff levels.

Popular musicians and instrumental teachers: the influence of informal learning on teaching strategies

2012 ◽  
Vol 29 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Tim Robinson
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Informal Learning ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Practices ◽  
The Relationship

This article explores the relationship between how popular musicians learn and how they subsequently teach, and considers the extent to which they incorporate their own informal learning practices into their work as teachers. A group of eight UK teachers was recruited and data collection, involving interviews and lesson observations, took place between January 2006 and December 2008. Findings are reported here in relation to two teachers in particular, whose learning histories were similar but whose teaching practices were very different. The ways they valued the results of their informal learning practices seemed to determine the extent to which they sought to replicate them in their teaching. There is evidence for the significance of learning histories, and implications for training and professional development.

Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

2013 ◽  
Vol 44 (1) ◽  
pp. 129-163 ◽  
Author(s):  
Tonya Gau Bartell
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Teacher Professional Development ◽  
Learning To Teach ◽  
Sociocultural Perspective ◽  
Teacher Interviews ◽  
Collective Work ◽  
The Social ◽  
Teacher Professional ◽  
The Relationship

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals. Analysis revealed that early tensions arose around balancing these goals, that teachers focused more attention on the social justice component, and that the instantiation of these goals in practice proved difficult. Variables that afford or constrain teachers' roles as social justice educators are discussed, and implications for teacher professional development are suggested.

scholarly journals Teacher professional learning through lesson study: teachers' reflections

2020 ◽  
Vol 9 (4) ◽  
pp. 397-412
Author(s):  
Alison Fox ◽  
Val Poultney
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Student Performance ◽  
Professional Learning ◽  
Lesson Study ◽  
Content Type ◽  
Teacher Reflections ◽  
Teacher Professional ◽  
Development Literature ◽  
Subject Departments

PurposeThis study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers' engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers.Design/methodology/approachThis study applies an analytic approach to evidencing teacher learning, based on the work of Knud Illeris, offering this as a methodological contribution to the field of professional development literature.FindingsFindings reveal that, despite all the teachers developing a passion for learning through LS, there are constraints on its sustainability and impact which can be attributed to the teachers' broader contexts and which affected them differently. The constraints centre on tensions between priorities and agendas within and beyond the school, related largely to budgets and visions of staff development.Research limitations/implicationsThis focused study on two subject departments engaging in LS limits its generalisability in terms of findings. However, the study offers a practical research application of a model of learning for analysis of teacher reflections on collaborative learning experiences.Originality/valueUnderstanding individual teacher reflections on LS experiences is under-represented in the literature, in particular studies providing insights into conditions conducive and constraining to JPD.

scholarly journals Teachers’ Perceptions and Implementation of Professional Development in Writing Instruction

2016 ◽  
Vol 6 (3) ◽  
pp. 32 ◽  
Author(s):  
Beth C. Brabham ◽  
Janet A. Nichols ◽  
William H. Rupley ◽  
William Dee Nichols ◽  
Timothy V. Rasinski ◽  
...  
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Instructional Practices ◽  
Writing Instruction ◽  
Professional Learning ◽  
Instructional Coaching ◽  
Public High School ◽  
Teachers Perceptions ◽  
Verbal Language ◽  
Coaching Process

<p>This mixed-methods study investigated teachers’ perceptions and implementation of professional development in writing instruction at a United States public high school campus. A layered approach to professional development was utilized: (1) one group received weekly professional development during a Professional Learning Community (PLC) and participated on a district writing team, (2) one group received weekly professional development during a PLC and received instructional coaching, and (3) one group received only weekly professional development during a PLC. Data were gathered on teachers’ responses to their perceptions of professional development received, teachers’ body and verbal language during PLCs and professional development, reflection notes documented by teachers receiving instructional coaching, and interviews of the teachers who received instructional coaching. Analyses of the data demonstrated application of the newly learned instructional practices in the classroom indicating the value teachers placed on learning during PLCs. While no significant differences were noted from the analysis of the pre-to post-observations for teachers in any group it was evidenced that the teachers who received instructional coaching became more aware of their instructional practices and had a greater sense of collaboration and collegiality as a result of the coaching process.</p>

scholarly journals Continuing Professional Development of Teacher Educators: Challenges and Initiatives

2021 ◽  
Vol 9 (2) ◽  
pp. 117-126
Author(s):  
Chanchal Tyagi ◽  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Instructional Practices ◽  
Professional Learning ◽  
Learning Process ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Learning Opportunities ◽  
The World ◽  
Different Parts

Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

2016 ◽  
Vol 118 (11) ◽  
pp. 1-36
Author(s):  
Julie Cohen ◽  
Lorien Chambers Schuldt ◽  
Lindsay Brown ◽  
Pam Grossman
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Professional Learning ◽  
Behavior Management ◽  
Classroom Practice ◽  
Teacher Practice ◽  
School Site ◽  
Urban District ◽  
Effect Change ◽  
Observation Tools

Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.

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