Systematic Professional Development Training and Its Impact on Teachers’ Attitudes Toward ELLs: SIOP and Guided Coaching

TESOL Journal ◽  
2016 ◽  
Vol 7 (4) ◽  
pp. 767-799 ◽  
Author(s):  
Kim Hyunsook Song
Keyword(s):  
Professional Development ◽  
Professional Development Training ◽  
Systematic Professional Development ◽  
Teachers Attitudes

scholarly journals Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

2019 ◽  
Vol 11 (5) ◽  
pp. 1238 ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina ◽  
Sara Frate
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Social Sustainability ◽  
Intercultural Education ◽  
School Teachers ◽  
Training Course ◽  
Mass Migration ◽  
Professional Development Training ◽  
Teachers Attitudes

Background: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop

2016 ◽  
Vol 24 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Justin A Haegele ◽  
Samuel Hodge ◽  
Paulo José Barbosa Gutierres Filho ◽  
Alexandre Luiz Gonçalves de Rezende
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Students With Disabilities ◽  
Three Dimensional ◽  
Primary Data ◽  
Physical Education Teachers ◽  
Professional Development Workshop ◽  
Before And After ◽  
Professional Development Training ◽  
Teachers Attitudes

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample, n = 90, and posttest sample, n = 90, respectively) sampled randomly from a two-day workshop held in Brasília, Brazil. The research method was pretest–posttest group design. The primary data source was the Physical Educators’ Judgments about Inclusion survey, a three-dimensional attitude survey scale with an accompanying demographic questionnaire. Data were analyzed with descriptive and inferential statistics. Results indicate the Brazilian physical education teachers: (a) were undecided about inclusion; (b) were accepting of students with disabilities in their classes; and (c) perceived a need for additional professional development training to effectively teach children with disabilities.

scholarly journals Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Tsoghik Grigoryan
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Qualitative Studies ◽  
Technology In Teaching ◽  
Language Classroom ◽  
Pros And Cons ◽  
Teachers Attitudes ◽  
Over Time

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.

scholarly journals Education and Professional Development Training of Methodologists: Based on the Research Materials

2018 ◽  
Vol 67 (5) ◽  
pp. 571-579 ◽  
Author(s):  
Maria I. Akilina
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Professional Training ◽  
Subsequent Development ◽  
Educational Status ◽  
Training Strategy ◽  
Russian State ◽  
Professional Development Training ◽  
The Russian Federation ◽  
State Library

The article is devoted to the results of the research “Personnel of Methodologists of the Central Libraries of the Subjects of the Russian Federation”, conducted by the Center for Research on the Development of Libraries in the Information Society of the Russian State Library in 2017. The article presents the results of one of the aspects of the study related to the problems of education and professional development training of employees of methodical services of the Central Libraries of the Russian Federation. 97,9% employees of the methodical divisions have higher education that demonstrates high educational status of the methodical personnel. At the same time, almost one third of the staff does not have the specialized library training. Non-core education is represented by various disciplines, mainly of humanitarian area. Participants of the research also noted the discrepancy between the education of graduates of library qualification and modern requirements of methodical activities and the great need for continuous professional development training of staff of specialized methodical units. The author studied participation of methodologists in the activities of the professional development system, as well as the topics of these activities. There were almost no training events organized specifically for methodologists, and their participation in the numerous training events was not systematic. The analysis of educational needs of methodologists showed the greatest deficiency of events on legal subjects and organization of methodical activities. The results of the study are important for the subsequent development of the professional training strategy and system of professional development training of the personnel of methodical services.

scholarly journals Measuring the efficacy and quality of a professional development training on prejudice reduction and reflective practice: Transforming the delivery of change through collective insight and informed action.

2019 ◽  
Author(s):  
Berdine Gordon-Littréan
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Prejudice Reduction ◽  
Professional Development Training ◽  
Sustained Change

<div>This study explored the observed impact of the professional development training on agency employees and disposition toward sustained change in prejudice reduction in their applied practice over a period time.</div>

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