Teaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models

2010 ◽  
pp. 181-219
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
American History ◽  
Development Models ◽  
Professional Development Models ◽  
Teaching American History

Study on Model and Strategy of Promoting the Professional Development of Teachers under the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5602-5605
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
Professional Development ◽  
Network Environment ◽  
Development Models ◽  
Professional Development Of Teachers ◽  
Professional Development Models ◽  
Teachers Professional Development

Education information puts forward new requests to teachers’ professional ability, at the same time, the network environment also provides rich tools, resources and services for teachers’ professional development. The paper summarizes the connotation of teachers’ professional development, models of teachers’ professional development, and strategies of promoting teachers’ professional development.

Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs

2020 ◽  
pp. 51-72
Author(s):  
Selda Aras
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Critical Role ◽  
Assessment Procedure ◽  
Effective Teacher ◽  
Development Models ◽  
Professional Needs ◽  
Teacher Portfolio ◽  
Professional Development Models

This chapter aims to describe two effective teacher-led professional development designs: action research and teacher portfolio. Research has shown that many professional development models and practices are ineffective while meeting teachers' professional needs and highlight the critical role of teachers during their professional development activities. Action research and teacher portfolio offers teachers the opportunity to conduct needs assessment, revisit and reflect on their practices, and evaluate their performances. This reflective, authentic, and evidence-based assessment procedure enables teachers search for resources that perfectly meets their professional needs. This chapter examines features of action research and teacher portfolio implementations as two meaningful teacher-led professional development models and offer rich descriptions of these models to inform practitioners and stakeholders.

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