scholarly journals From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 57
Author(s):  
Anat Abramovich ◽  
Shirely Miedijensky
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Science Teachers ◽  
Environmental Science ◽  
Experienced Teachers ◽  
Master Teacher ◽  
Basic Training ◽  
Self Confidence ◽  
Empowering Teachers ◽  
Three Stages

A three-stage professional development (TSPD) model for training experienced teachers to become teachers’ leaders is presented here, along with a study assessing its value. The three stages of the model are:  a “basic training” stage, a “master-teacher” stage, and an “independent implementation” stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: ‘teachers as pedagogues’, ‘teachers’ involvement in environmental science (ES) community’, and ‘teachers’ as leaders’. Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers’ leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.

A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

scholarly journals PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION

2016 ◽  
Vol 70 (1) ◽  
pp. 21-33
Author(s):  
Sarah Bansilal ◽  
Angela James
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
School Leadership ◽  
Content Knowledge ◽  
Science Teachers ◽  
Physical Science ◽  
Teachers Perceptions ◽  
Pedagogic Content Knowledge ◽  
Self Confidence ◽  
Mentoring System

Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.

scholarly journals The Master Teacher Program: Professional Development for College Teachers

2009 ◽  
Vol 2 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Susan Kerwin-Boudreau
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Master Teacher ◽  
College Teachers ◽  
Structured Interviews ◽  
Learner Centered ◽  
Teachers Perspectives

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

scholarly journals Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Niclas Åhman ◽  
Gunilla Gunnarsson ◽  
Inger Edfors
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Experienced Teachers ◽  
Variation Theory ◽  
Learning Study ◽  
Interconnected Model ◽  
Teachers Professional Development ◽  
In The Beginning

Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”. In English: The aim of this study is to explore science teachers’ professional development when they perform a Learning Study (LS), using the tool Content Representations (CoRe). The empirical data consists of six experienced teachers’ audio recorded discussions during eight meetings when they plan and analyse two lectures in chemistry for year 6 (age 12-13 years), and three written CoRe. In the beginning of the study, the teachers talk about teaching and learning mainly as transformation of facts. However, when they plan the first lecture, they discuss how to stimulate students’ discussions and reflections. The teachers planned both lectures according to variation theory. However, only the second lecture is also implemented according to their plan, with a focus on the object of learning. The results show that the combination of CoRe and LS stimulate also experienced teachers’ professional development, through growth networks according to the model "interconnected model of professional growth" (Clarke and Hollingsworth, 2002).

scholarly journals PROFESSIONAL DEVELOPMENT: THE CHALLENGES OF ACTION RESEARCH IMPLEMENTATION IN KAZAKHSTAN

2019 ◽  
Vol 2 (9(39)) ◽  
pp. 17-24
Author(s):  
Gulzina Nagibova
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Qualitative Study ◽  
Study Design ◽  
Experienced Teachers ◽  
Research Knowledge ◽  
Research Implementation ◽  
Implementation Challenges ◽  
Self Organized ◽  
Continuous Support

This study explores the challenges teachers of Kazakhstani secondary schools face when conducting action research as a part of their professional development. The study also aims to provide recommendations to overcome identified action research implementation challenges. The qualitative study design is used to research and interpret the teacher’s action research implementation challenges within one of the Nazarbayev Intellectual Schools in Kazakhstan.Findings of the study demonstrated several issues teachers face while conducting action research. Firstly, teachers indicate they lack action research knowledge; secondly, they lack the necessary skills to conduct research; and finally, they do not have enough support and resources. Along with these challenges, experienced teachers provided solutions for these problems. If most of them needed continuous support from experienced colleagues, the rest believed that they have to be self-organized.

scholarly journals DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS

2017 ◽  
Vol 16 (4) ◽  
pp. 576-591
Author(s):  
Ana Valdmann ◽  
Jack Holbrook ◽  
Miia Rannikmae
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Structured Interview ◽  
Continuous Professional Development ◽  
Inquiry Teaching ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Teacher Needs ◽  
Reflective Skills ◽  
Teaching Modules

This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. Keywords: competence-based, continuous professional development, teacher reflection skills.

scholarly journals Improving forestry secondary education: Identifying teachers’ needs

2020 ◽  
Vol 1 (3) ◽  
pp. 81-94
Author(s):  
Eric Rubenstein ◽  
Carolyn A. Copenheaver ◽  
Jason B. Peake
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Secondary Students ◽  
Science Teachers ◽  
Career Counseling ◽  
Professional Learning ◽  
Environmental Science ◽  
Extra Curricular Activities ◽  
Educational Need ◽  
Education Administrators

Industrial, technological, and societal changes require teachers to be continually engaged in professional learning activities that promote new scientific approaches to education and content. Providing teachers with current and relevant professional development is an important task in secondary education. This study sought to identify the professional development needs for educators who teach forestry and forest ecosystem content to secondary students. Researchers used the Delphi method with two participant groups to investigate the diversity of thought held throughout the southeastern United States. Participants were agriculture and environmental science teachers, state department of education administrators, foresters, and environmental scientists. Participants identified eleven areas of educational need: 1. Forestry career days, 2. Tree diseases and pathogens, 3. Graduation requirements limit student opportunities to take electives, 4. Career counseling in forestry jobs, 5. Educate students about degrees needed for forestry careers, 6. Over commitment of students to extra-curricular activities, 7. Lack of foundational forestry knowledge, 8. Lack of forestry /agriculture programs in schools, 9. Develop forestry electives in middle school, 10. Lack of foundational forest management knowledge, and 11. Connect classroom content to FFA and Envirothon extra-curricular activities. 

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

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