School-based professional learning and development

2020 ◽  
pp. 38-48
Author(s):  
Peter Grootenboer ◽  
Christine Edwards-Groves ◽  
Karin Rönnerman
Keyword(s):  
Professional Learning ◽  
Learning And Development ◽  
School Based

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions

2014 ◽  
Vol 58 (3) ◽  
pp. 248-261 ◽  
Author(s):  
Bill Ussher ◽  
Wendy Carss
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Learning And Development ◽  
High Stakes ◽  
Depth Of Knowledge ◽  
Practicum Supervision ◽  
School Based ◽  
Learning Journey ◽  
Practicum Experiences ◽  
University Lecturers

Relationships between teachers, children and university lecturers must be positive, productive and professional to optimise the learning and development of student teachers in school-based experiences. The limited research into these ‘high stakes’ relationships mostly explores alternative approaches. This paper explores the perceptions of student teachers and associate teachers as they consider the value of an alternative practicum supervision approach. The lecturers supervised and mentored the student teachers in all of their practicum experiences. Findings indicate a clear preference for this approach, mostly because of reduced stress, especially in the final practicum. The lecturer was a stable influence with a greater depth of knowledge of the student’s learning journey. The later visits were future-focused, identifying next steps in developing both strengths and weaknesses. There are some current examples of this approach, but these participants suggest that it should be common practice because of the value of the professional conversations that occurred.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning

PRACTICE ◽  
2021 ◽  
pp. 1-11
Author(s):  
Colin Forster ◽  
Tracey Wire ◽  
Rachel Eperjesi ◽  
Ruth Hollier ◽  
Emma Howell ◽  
...  
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
School Based ◽  
The Impact

scholarly journals Public health platforms: an emerging informatics approach to health professional learning and development

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Kathleen Gray
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Systems ◽  
Professional Learning ◽  
Health Informatics ◽  
Large Scale ◽  
Learning Activities ◽  
Learning And Development ◽  
Use Of Data ◽  
Design Of Learning Environments

Health informatics has a major role to play in optimising the management and use of data, information and knowledge in health systems. As health systems undergo digital transformation, it is important to consider informatics approaches not only to curriculum content but also to the design of learning environments and learning activities for health professional learning and development. An example of such an informatics approach is the use of large-scale, integrated public health platforms on the Internet as part of health professional learning and development. This article describes selected examples of such platforms, with a focus on how they may influence the direction of health professional learning and development.

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