Professional development of physics teachers through long-term in-service programs: the Israeli experience

1997 ◽  
Author(s):  
Bat-Sheva Eylon ◽  
Esther Bagno
Keyword(s):  
Professional Development ◽  
Physics Teachers ◽  
Service Programs ◽  
Israeli Experience

scholarly journals Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools

2021 ◽  
Vol 20 (12) ◽  
pp. 49-63
Author(s):  
Gabriel Janvier Tugirinshuti ◽  
Leon Rugema Mugabo ◽  
Alexis Banuza
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
School Closure ◽  
After School ◽  
Physics Teachers ◽  
Major Factors ◽  
Teachers Training

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

Survive, Revive, Thrive: Chapter 5: Shakedown Cruise

2021 ◽  
Vol 73 (03) ◽  
pp. 6-7
Author(s):  
Tom Blasingame
Keyword(s):  
Public Service ◽  
Management Practices ◽  
Technical Knowledge ◽  
Term Survival ◽  
Sea Trial ◽  
Service Programs ◽  
Operational Systems ◽  
Minimum Age ◽  
Sleeping Bag

I am very resourceful, as any woman would be. - Valentina Tereshkova, Russian cosmonaut, born 1937 (first woman in space, Vostok 6, 16 June 1963) What is a Shakedown Cruise? Learning is not compulsory ... neither is survival. - W. Edwards Deming, American engineer, 1900-1993 (His management practices revived Japan.) For those unfamiliar, a “shakedown cruise,” also known as a sea trial, is performed to test a ship’s operational systems, both mechanical and human. I became painfully aware of the term “shakedown” when I went on my first trip to the Charles L. Sommers Canoe Base operated by the Boy Scouts in northern Minnesota in 1974. The guides had us (literally) dump everything out of our travel bags and then selected only the essential items we could take. Weight was at a premium, and, if I may confess, I did lie a little about my age. The minimum age was 12, and I turned 12 during the trip, but it was a brutal physical experience for us. We were left with a compass, a few utensils for eating, a sleeping bag, and one change of clothes. I actually recall drinking, eating, and cooking out of a single stainless steel cup. Bluntly, I don’t think I have ever been colder, hungrier, or more tired in my life. But, of course, the guides were correct. You only need the essentials to survive. Many of you are probably thinking, “I’ll bet I know where he is going with this …,” and you are right. As individuals and as an industry, we need to focus on the essentials. Our industry is on a shakedown cruise like no other in our history. We must jettison the nonessentials and test the machinery (i.e., our technical knowledge and capabilities) as we restart and re-engage. Most importantly, we must focus on those actions/paths that ensure our effectiveness, efficiency, and long-term survival. At SPE, we, too, are in shakedown mode, which has been painful for all and excruciating for some. We have had to redirect resources, and, perhaps most importantly, we have had to focus on the reality that our business model must undergo substantial changes. The essentials will remain, such as technical conferences, workshops, and our primary intellectual asset, technical publications. However, assistance to sections and student chapters has been reduced, as well as support for academic and public service programs. The reality is that SPE is financially sound, but, like any ship in a storm, it has to batten its hatches and, if the pandemic prevails, make further program reductions. On a positive note, SPE has been able to avoid reducing its workforce, as we have created a financial path that avoids personnel reductions. As the 2021 SPE President, I congratulate the SPE’s senior management for their efforts to achieve this outcome.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 1673-1684
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Target Inquiry

2017 ◽  
pp. 383-416
Author(s):  
Tanya Gupta ◽  
Deborah Herrington ◽  
Ellen J. Yezierski
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Science Teachers ◽  
Effective Teacher ◽  
Teacher Experiences ◽  
Study Approach ◽  
Change In Teacher Practice ◽  
Teacher Professional ◽  
The Impact

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Blended Learning and Professional Development in the K-12 Sector

2011 ◽  
pp. 182-202
Author(s):  
Suzanne Riverin
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Online Community ◽  
Face To Face ◽  
Teacher Professional ◽  
Support Teacher ◽  
Education Network ◽  
K 12

This chapter examines the use of blended learning in an online community which supported teacher professional development in the province of Ontario, Canada for ten years. The online network which was called The Education Network of Ontario/ Le Réseau éducatif de l’Ontario (ENO/REO) used a blend of tools and some face-to-face opportunities to support teacher professional development across the province. Teachers were encouraged to use the ENO/REO environment to join in discussions, create and maintain online projects and share research and curriculum resources. The chapter will focus on a study which examined the effect of long term participation in such a community in order to provide insight into the use of blended learning in online communities for professional development.

A Checklist for a New Millennium School Science Department

2011 ◽  
pp. 273-274
Author(s):  
Ed Hessler
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Student Learning ◽  
School Science ◽  
Learning Science ◽  
Science Department ◽  
Short Term ◽  
Over Time ◽  
New Millennium

My focus is both narrow and incomplete, for it is limited to a single area of learning: science, and it is in the form of a working list, a beginning of things one might write down, not in any particular order—so that they might be remembered and edited over time, with colleagues. Improving schools, teacher preparation, and professional development are important national priorities as we enter a new millennium. Past emphasis on targeted innovations in the short term are now conceptualized into the idea of continuous improvements that are connected in the long term. Today, the idea of improvement itself is being challenged. “Improvement,” the term of the technocrat, is being recast in the context of student learning—that is, how can we educate our young or learners of any age?

scholarly journals Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development

2018 ◽  
Vol 13 (2) ◽  
pp. 94-96
Author(s):  
Hilary Bussell
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Electronic Mail ◽  
Phenomenological Approach ◽  
The United States ◽  
Academic Librarians ◽  
Self Awareness ◽  
Hermeneutic Phenomenological ◽  
Depth Interviews

A Review of: Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 Abstract Objective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.

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