Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative

2007 ◽  
Vol 44 (3) ◽  
pp. 375-395 ◽  
Author(s):  
Eric R. Banilower ◽  
Daniel J. Heck ◽  
Iris R. Weiss
Keyword(s):  
Professional Development ◽  
Systemic Change ◽  
National Science ◽  
Teacher Enhancement ◽  
The Impact

The Impact of Professional Development to Infuse Health and Reading in Elementary Schools

2010 ◽  
Vol 41 (3) ◽  
pp. 155-166 ◽  
Author(s):  
Tami Benham Deal ◽  
Jayne M. Jenkins ◽  
Laurence O. Deal ◽  
Adelle Byra
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
The Impact

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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