scholarly journals Evaluation of professional development of a student peer tutor programme: Lessons learnt

2016 ◽  
pp. 86-119 ◽  
Author(s):  
A. Cronje ◽  
◽  
E.K. Materechera ◽  
M.A. Mokoena ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Lessons Learnt ◽  
Peer Tutor ◽  
Evaluation Of Professional Development

Evaluation of Professional Development for Language Teachers in California

2002 ◽  
Vol 35 (2) ◽  
pp. 161-170 ◽  
Author(s):  
Albert S. Lozano ◽  
Hyekyung Sung ◽  
Amado M. Padilla ◽  
Duarte M. Silva
Keyword(s):  
Professional Development ◽  
Language Teachers ◽  
Evaluation Of Professional Development

scholarly journals Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

2016 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Mohlanhledi P. Makumbila ◽  
Charline B. Rowland
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Phonemic Awareness ◽  
Oral Reading ◽  
Guided Reading ◽  
Development Project ◽  
Literacy Leadership ◽  
Group Activities ◽  
Literacy Engagement ◽  
Lessons Learnt

<p>This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities</p><p><strong>Keywords:</strong>  Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa</p>

The Comprehensive Evaluation of Professional Development Software: A Critique of Methodology

2002 ◽  
Vol 18 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Carl J. Liaupsin
Keyword(s):  
Professional Development ◽  
Comprehensive Evaluation ◽  
Future Research ◽  
Successful Implementation ◽  
Software Companies ◽  
Training Materials ◽  
Large Numbers ◽  
Professional Development Training ◽  
Comprehensive Evaluations ◽  
Evaluation Of Professional Development

Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.

Teacher Professional Development for Twenty-First Century Literacies

2018 ◽  
pp. 292-305 ◽  
Author(s):  
Charalambos Vrasidas ◽  
Katerina Theodoridou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
First Century ◽  
Learning Design ◽  
Lessons Learnt ◽  
Online Tools ◽  
Teacher Professional ◽  
Twenty First Century ◽  
Sound Learning

Preparing teachers to effectively integrate ICT in their literacies teaching, requires well-designed professional development based on sound learning design. This chapter presents the component of teacher professional development based on a blended mode of training through the integration of online tools, as it was designed and implemented in three European-funded projects that dealt with the promotion of literacies. The authors present the projects, their synergies, discuss lessons learnt and provide recommendations on how teacher professional development can be enhanced, so that teachers can be better prepared to address the evolving trends of ICT in teaching and learning.

scholarly journals Teaching Competencies for the Online Environment | Enseigner les compétences pour l’environnement en ligne

2016 ◽  
Vol 42 (3) ◽  
Author(s):  
Heather Marie Farmer ◽  
Jennifer Ramsdale
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Design Tools ◽  
Online Environment ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Active Teaching ◽  
Competency Area ◽  
Evaluation Of Professional Development ◽  
Portfolio Design

The goals of this study are to identify key competency areas that lead to success in online instruction and to develop a framework that supports professional development and self-assessment. To identify the key competency areas, skills and behaviours presented within current literature were analyzed. Secondly, gaps were identified and levels of competence were determined within each key competency area. The resulting analysis produced the Online Teaching Competency (OTC) Matrix including five competency areas: Community & Netiquette, Active Teaching/Facilitating, Instructional Design, Tools & Technology, and Leadership & Instruction. This leveled competency matrix can be used to inform professional development in the online teaching environment and is also a useful guide in the areas of self-assessment, portfolio design, and the development and evaluation of professional development opportunities. Cette étude a comme objectifs de cerner les principaux domaines de compétences qui mènent à la réussite de l’instruction en ligne et de développer un cadre qui soutient le développement professionnel et l’autoévaluation. Afin de cerner les principaux domaines de compétences, une analyse des aptitudes et comportements présentés dans les études actuelles a été réalisée. Deuxièmement, les écueils ont été cernés et les niveaux de compétence ont été déterminés au sein de chaque domaine de compétences. L’analyse qui en a résulté a généré la matrice des compétences de l’enseignement en ligne, comprenant cinq domaines de compétences : collectivité et nétiquette, enseignement actif/animation active, conception de l’instruction, outils et technologie, ainsi que leadership et instruction. Cette matrice graduée peut servir à façonner le développement professionnel dans un environnement d’enseignement en ligne. Elle sert aussi de guide pratique pour les domaines de l’auto-évaluation, de la conception de portfolio et du développement et de l’évaluation des occasions de développement professionnel.

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