How Does Professional Development Impact on Teachers' Use of an Interactive Whiteboard in New Zealand Primary Classrooms?

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

How Does Professional Development Impact on Teachers' Use of an Interactive Whiteboard in New Zealand Primary Classrooms?

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs

Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.

Contextualization of Theory and Practices of Teachers’ Effective Professional Development Features in Primary Schools of Oromia Regional State, Ethiopia

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia. Methodolody: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated. Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135]. Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

What Should We Learn from New Trends in Teacher Education

This theoretical paper discusses the salient features of new trends in Teacher Education and their implications for teachers’ learning in 21st century. With this, the paper represents Social Justice Approach, Master-Apprentice Approach, Teacher Identity Approach, Reflective practices Approach, Competence Approach and, Applied knowledge Approaches. In addition, the paper presents seven elements of effective Professional Development required being a 21st century teacher as suggested by Darling-Hammond et al., (2017). Besides, the paper describes ‘How teachers learn’ suggested by Jones and Dexter (2014). It further discusses the questions and concerns that have been raised about these new trends. In addition, it highlights the issues faced by Pakistani teacher education program. Finally, the paper recommends what trend(s) Pakistani teacher Education should adapt that help teachers becoming prepare for 21st century.

Professional Development of Mathematics Teacher: A Systematic Literature Review

Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

Guidelines for Effective Professional Development on Writing Instruction: Principals’ Voices

The purpose of this qualitative study was to examine principals’ perspectives on a model of professional development (PD) in writing. Participants were 14 principals and seven assistants from a rural district’s K to 12 school system who shared in an interview their challenges and advice for effective PD at a building and district level. Their comments demonstrate the continuous challenges with scale-up efforts and the need for systematic implementation of literacy initiatives. Principals were positive on the PD model and shared guidelines for other leaders’ future implementation of PD on writing. Future research and implications are further discussed.