scholarly journals Models of Arts Teacher’s Professional Development

2020 ◽  
Vol 9 (6) ◽  
pp. 77
Author(s):  
Reni Haerani ◽  
Juju Masunah ◽  
Tati Narawati ◽  
Endang Rochyadi ◽  
Mujiarto Mujiarto
Keyword(s):  
Professional Development ◽  
Art Teachers ◽  
Dance Teachers ◽  
Personal Experiences ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Social Competences ◽  
Descriptive Method

This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.

scholarly journals Earth2Class: An Effective and Easily Duplicable Model for Providing a Broad Impact of Cutting-Edge Science, Teacher Professional Development, and Inspiration for High School Students

Geosciences ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. 407
Author(s):  
Michael J. Passow
Keyword(s):  
Professional Development ◽  
High School Students ◽  
Cutting Edge ◽  
Columbia University ◽  
School Students ◽  
Teachers And Students ◽  
Science Teacher Professional Development ◽  
Professional Development Model ◽  
Teacher Professional ◽  
The Impact

We describe Earth2Class, a professional development model that connects classroom teachers with research investigators so that they and their students can learn about cutting-edge discoveries, long before mention is included in textbooks. Teachers and students attending “live” programs at the Lamont-Doherty Earth Observatory of Columbia University or Zoom equivalents necessitated during the pandemic benefit through interactions that bring out the excitement of making new geoscience discoveries. Evidence of the effectiveness of Earth2Class (E2C) workshops is provided through reflections of the impact of E2C on student career choices, expanding teacher content knowledge, and attitudes provided by teachers, students, parents, and scientists.

scholarly journals Increasing the Angle of Educational Reform in Pakistan through Professional Development

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Nilofar Vazir ◽  
Alan Wheeler
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Professional Development Model ◽  
Professional Development Needs ◽  
Teacher Professional ◽  
Ongoing Support ◽  
The Impact ◽  
Development And Evolution

This paper documents the development of a “grassroots” teacher professional development model from Pakistan and region designed around three critical aspects: (a) the impact on classroom teaching and learning, (b) the provision for capacity building, and (c) a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.

An Authentic and Sustainable STEM Pre-Service Teacher Professional Development Model

2019 ◽  
pp. 321-339
Author(s):  
Yan Sun ◽  
Reenay R. H. Rogers ◽  
Jodie M. Winship
Keyword(s):  
Professional Development ◽  
The United States ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Workforce ◽  
K 12 ◽  
Pre Service Teacher

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and Sun.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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