Mathematics Teacher's Perspective on Good Teaching and Teacher Professional Development - Difference in school level and career -

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.

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Engaging High School Students in an Engineering Thermodynamics Project

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v5i1.4046 ◽

2015 ◽

Vol 5 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Armando Paulino Preciado Babb ◽

Candace Saar ◽

Jim Brandon ◽

Sharon Friesen

Keyword(s):

Professional Development ◽

High School ◽

High School Students ◽

Teacher Professional Development ◽

Science Teachers ◽

School Level ◽

Engineering Project ◽

Teacher Professional ◽

K 12 ◽

Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

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Teachers at Crossroads: Teacher Professional Development through the Performance Appraisal System at Primary School Level in the Bulawayo Metropolitan Province: An Assessment

Journal of Social Sciences ◽

10.1080/09718923.2015.11893504 ◽

2015 ◽

Vol 45 (3) ◽

pp. 221-235

Author(s):

Joyce Mathwasa ◽

Ntombozuko Duku

Keyword(s):

Professional Development ◽

Primary School ◽

Performance Appraisal ◽

Teacher Professional Development ◽

School Level ◽

Appraisal System ◽

Performance Appraisal System ◽

Teacher Professional ◽

Primary School Level

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Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

Msingi Journal ◽

10.33886/mj.v4i1.176 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1-14

Author(s):

Damaris Kariuki ◽

Florence Itegi ◽

Norbert Ogeta

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Primary Schools ◽

Teaching And Learning ◽

Group Discussion ◽

Teacher Participation ◽

School Level ◽

Public And Private ◽

Service Training ◽

Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

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Analysis of teacher professional development in Tanzania: View point school management practice

Journal of Social Sciences Advancement ◽

10.52223/jssa20-010104-04 ◽

2020 ◽

Vol 1 (01) ◽

pp. 30-37

Author(s):

Rose Sam Mbuli ◽

Jiajun Zhang

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Management Practices ◽

Management Practice ◽

School Management ◽

School Level ◽

Study Analyse ◽

Specific Objective ◽

Teacher Professional ◽

The Government

The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held at school level and to encourage teachers on the effective utilization of teachers learning resource. As well the study outcomes recommend the government to increase autonomy to school management to enhance the power to choose specific objective to teacher’s professional development.

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