Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice

2009 ◽  
Vol 46 (10) ◽  
pp. 1090-1113 ◽  
Author(s):  
Valarie L. Akerson ◽  
Theresa A. Cullen ◽  
Deborah L. Hanson
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Community Of Practice ◽  
Nature Of Science ◽  
Teaching Practice ◽  
Development Program ◽  
Professional Development Program

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

scholarly journals Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Douglas D. Agyei ◽  
Joke Voogt
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
School Environment ◽  
Transfer Of Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Activities ◽  
Font Size ◽  
Enhanced Activity

<span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;"> <p>This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.</p><p class="MsoNormal" style="margin: 0in 28.1pt 0pt; text-align: justify; line-height: normal;"> </p> <p class="MsoNormal" style="margin: 0in 0in 10pt; text-align: justify;"><span lang="NL"><span style="font-family: Calibri;"> </span></span></p> </span>

scholarly journals An Analysis of Teachers’ Professional Development Program at Elementary Level

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Ehsan Ul Haq ◽  
Shamim Haider Tirmazi ◽  
Asia Zulfqar
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Private Sector ◽  
Training Program ◽  
Development Program ◽  
Professional Development Program ◽  
Elementary Level ◽  
Public And Private ◽  
The Public ◽  
Public And Private Sector

ABSTRACTThis study explores the effectiveness of professional development program of public and private sector at the elementary level. A survey was conducted by involving elementary teachers from the public and private sector, who were involved in teacher training program. A questionnaire` was developed targeting the four key factors of the training programs: suitability of the resources, quality of the content and management, competency of the trainers, and usefulness of the training program. Simple random sampling technique was applied to collect the data from the trainee elementary teachers of the public and the private sector. 750 trainee teachers from the public sector and 600 elementary teachers from the private sector were selected from the five districts of the Punjab province. The data was analyzed on the basis of four factors in the questionnaire. Descriptive statistics and t-test were calculated to analyze the data. The findings discovered a significant difference in the opinion of trainees in both public and private sector in view of the “usefulness for trainees” (p-value= 0.041).The rest of the three factors were insignificant which means trainees from both public and private sector having the same opinion about the training program. The possible reasons for these insignificant findings and implications were discussed.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

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