Frameworks Shaping an Online Professional Development Program for K-12 Teachers of ELLs: Toward Supporting the Sharing of Ideas for Empowering Classroom Teachers Online

This chapter presents how multimodal narratives were employed as a self-reflection tool within an online professional development program for in-service teacher training at Universidade Aberta, Portugal during two editions of a pedagogic practice course. The chapter includes the aspects that raised issues and those that trainees performed correctly. This is done in three stages: beforehand, upon initial contact with multimodal narratives, and after providing feedback to trainees. The most relevant issues were in aspects directly required to enrich the narrative. Aspects related to multimodal narrative structure and features were completed successfully. It is recommended that future attempts to employ multimodal narratives in this context adapt learning resources and pedagogic support practices by employing formative feedback and continual support during the trainees' process of exploring and exploiting multimodal narratives.

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“I’d Rather Chew on Aluminum Foil:” Overcoming Classroom Teachers’ Resistance to Teaching Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.21.3.287 ◽

2002 ◽

Vol 21 (3) ◽

pp. 287-308 ◽

Cited By ~ 38

Author(s):

Nell Faucette ◽

Peg Nugent ◽

James F. Sallis ◽

Thomas L. McKenzie

Keyword(s):

Professional Development ◽

Physical Education ◽

Development Program ◽

Aluminum Foil ◽

Professional Development Program ◽

Classroom Teachers ◽

Structured Interviews ◽

Instructional Behaviors ◽

Self Confidence ◽

Problem Solve

Classroom teachers’ responses to a 2-year professional development program are presented. Sixteen 4th- and 5th-grade teachers involved in Project SPARK completed structured interviews, questionnaires, and written evaluations of program sessions. Although in Year 1 more than half of the teachers expressed concerns about schedules and equipment management, results indicated that the program helped increase their self-confidence when teaching physical education. Participants believed that students benefitted from their enhanced knowledge and instructional behaviors. Program components most appreciated included: the input received and responsiveness of the design team; opportunities to collaborate, discuss concerns, and problem-solve with each other and the facilitators; and having on-site and large-group-session modeling. Results indicated that the teachers were less enthusiastic about a self-management curriculum due to its behavioral emphasis, yet supported the assertion that an ongoing, supportive professional development program can substantially improve classroom teachers’ physical education programs.

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Incorporating practitioner inquiry into an online professional development program: the Prime Online experience

Professional Development in Education ◽

10.1080/19415257.2016.1152592 ◽

2016 ◽

Vol 43 (2) ◽

pp. 212-231 ◽

Cited By ~ 6

Author(s):

Nancy Fichtman Dana ◽

Stephen J. Pape ◽

Cynthia C. Griffin ◽

Sherri Kay Prosser

Keyword(s):

Professional Development ◽

Development Program ◽

Professional Development Program ◽

Online Professional Development ◽

Practitioner Inquiry ◽

Online Experience

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Fostering Transformative Learning in an Online ESL Professional Development Program for K-12 Teachers

The Qualitative Report ◽

10.46743/2160-3715/2016.2317 ◽

2016 ◽

Author(s):

Karin Sprow Forte ◽

David Blouin

Keyword(s):

Professional Development ◽

Data Analysis ◽

Qualitative Study ◽

Transformative Learning ◽

Critical Reflection ◽

Meaning Making ◽

Development Program ◽

Professional Development Program ◽

Professional Dispositions ◽

K 12

This qualitative study examines evidence of transformative learning surrounding sociocultural issues in the K-12 classroom of in-service teachers, while participating in an online English as a Second Language (ESL) professional development program. Using inductive data analysis, precursors and catalysts to transformative learning were identified to understand the ways in which 24 purposefully sampled participants experienced learning. Areas explored included ways in which the candidates participated in critical reflection of their own perspectives, ways in which this process affected their meaning making of their experiences, potential for action in changing their practice as ESL educators, and transformative learning features present throughout their learning experiences. Findings reveal evidence of perspective shifts in this context that complement the professional dispositions identified as important for K-12 teachers: the importance of carefully choosing resource materials in professional development, and the necessity to encourage critical reflection in course activities.

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