scholarly journals The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program

2019 ◽  
Author(s):  
Prawidi Wisnu Subroto ◽  
Burhanuddin Tola ◽  
A. Suhaenah Suparno
Keyword(s):  
Professional Development ◽  
Performance Analysis ◽  
Development Program ◽  
Professional Development Program ◽  
Teachers Professional Development

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program

2012 ◽  
pp. 274-289
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers’ professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Multiliteracies Professional Development Practice

2019 ◽  
pp. 156-179
Author(s):  
Stefania Savva
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Formative Evaluation ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Multimodal Literacy ◽  
Literacy Teaching ◽  
Teachers Professional Development ◽  
Teaching Paradigm

The chapter introduces a post-doctoral project which involves the design, implementation, and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of multiliteracies affinity practice (MAP) framework, an innovative framework drawing on the creative overlap of multiliteracies pedagogy of the New London Group, the learning by design model adapted from Cope and Kalantzis, and Gee's affinity spaces theory. A design-based research (DBR) methodology was utilized to embark on the research through three phases: the preliminary phase, the prototyping phase, and the assessment phase. Based on the preliminary formative evaluation of the implementation of the MAP framework that draws on Guskey's five levels of evaluating teachers' professional development, it is evident that the online professional development program enabled participants to enhance their literacy teaching practices for inclusive teaching.

scholarly journals Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions

2020 ◽  
Vol 5 (1) ◽  
pp. 28-38
Author(s):  
Dewi Listia Apriliyanti
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Learning Process ◽  
Development Program ◽  
English Teachers ◽  
Professional Development Program ◽  
Innovative Teaching ◽  
Learning Development ◽  
Teachers Professional Development ◽  
Competence Test

Teachers’ professional development program is considered to play an important role in enhancing teacher competencies. An observational case study is conducted to observe teachers’ learning process and teachers’ outcomes after learning on the program. Five English teachers who have participated in the professional development program in Indonesia and passed the teachers’ competence test on the program have become key informants of this research. The objectives of the research are to investigate the learning process on the program and challenges faced by the teachers in implementing their teaching knowledge and outcome of teachers after participating in the program. The research has found three essential findings. First, the research found that pedagogic competences and professional competences have become the basic formulation for learning materials that are taught in the program. Second, the research found four obstacles and challenges to implement teachers’ knowledge from the program in their classroom, for instance, innovative teaching methods and creative lesson design. The third, the investigation also discovered the challenges and the benefactions in the implementation of professional learning development as one of the solutions in enhancing English teachers’ competences in Indonesia.

Sign in / Sign up

Export Citation Format

Share Document