A New Vision for Professional Development

2013 ◽  
Vol 18 (9) ◽  
pp. 560-565
Author(s):  
Peter M. Eley ◽  
Kelly J. Charles ◽  
Latonya L. Leeks
Keyword(s):  
Professional Development ◽  
Classroom Observation ◽  
Student Interest ◽  
Stem Fields ◽  
New Vision ◽  
Meaningful Data

Classroom observation presents evidence that using meaningful data and exciting presentations can help strengthen student interest in STEM fields.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Call for manuscripts: Write for a department: iSTEM

2013 ◽  
Vol 20 (1) ◽  
pp. 42
Keyword(s):  
Case Studies ◽  
Student Interest ◽  
Stem Fields ◽  
Interdisciplinary Instruction ◽  
Insight Into

Share ideas and activities that you use in your K-grade 6 classroom to stimulate student interest in STEM fields. Submit articles that offer exemplary classroom-tested ideas, rigorous integrated content, interdisciplinary instruction, case studies, or insight into integrating math into STEM curriculum.

Assessing Supply, Demand and Professional Development Needs of Employees in WaterRelated Careers

2019 ◽  
Vol 44 (3) ◽  
pp. 15-36
Author(s):  
Jordan Brown ◽  
Shannon G. Washburn
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Qualitative Interviews ◽  
Human Capital Theory ◽  
Work Adjustment ◽  
Stem Fields ◽  
Capital Theory ◽  
Theory Of Work Adjustment ◽  
Professional Development Needs ◽  
Descriptive Survey

The need to focus efforts on preserving the quality and quantity of Kansas' water supply is a widely accepted and growing trend. Addressing such a need will necessitate increased supply of professionals in related STEM fields. Drawing on the Human Capital Theory and the Theory of Work Adjustment, descriptive survey research and qualitative interviews were used to gather data from employers of water-related job positions. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase in the future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could help address the supply of candidates for these positions.

Call for Manuscripts: Write for a department: iSTEM

2013 ◽  
Vol 20 (5) ◽  
pp. 333
Keyword(s):  
Case Studies ◽  
Mathematics Classroom ◽  
Student Interest ◽  
Stem Fields ◽  
Interdisciplinary Instruction ◽  
Science Technology ◽  
Insight Into

iSTEM: Integrating Science, Technology, and Engineering into the Mathematics Classroom. Share ideas and activities that you use in your K—grade 6 classroom to stimulate student interest in STEM fields. Submit articles that offer exemplary classroom-tested ideas, rigorous integrated content, interdisciplinary instruction, case studies, or insight into integrating math into STEM curriculum.

Call for Manuscripts: Write for a department: iSTEM: Integrating Science, Technology, and Engineering into the Mathematics Classroom

2013 ◽  
Vol 19 (9) ◽  
pp. 563
Keyword(s):  
Case Studies ◽  
Mathematics Classroom ◽  
Student Interest ◽  
Stem Fields ◽  
Interdisciplinary Instruction ◽  
Student Work ◽  
Science Technology ◽  
Insight Into

Share ideas and activities that you use in your K—grade 6 classroom to stimulate student interest in STEM fields. Submit articles that offer exemplary classroom-tested ideas, rigorous integrated content, interdisciplinary instruction, case studies, or insight into integrating math into STEM curriculum. Manuscripts that include photographs and samples of student work or dialogue are especially encouraged.

scholarly journals Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Professional Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Observation ◽  
Small Scale ◽  
Complex Nature ◽  
Structured Interviews ◽  
The Impact

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

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