scholarly journals The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Margareta M. Thomson ◽  
Jeannine E. Turner
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teaching Practices ◽  
The United States ◽  
Research Experience ◽  
Study Results ◽  
Science Teaching Practices ◽  
Research Experience For Teachers ◽  
Positive Correlations ◽  
Teachers Professional Development

The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

scholarly journals Best Practices in Teachers’ Professional Development in the United States

2015 ◽  
Vol 7 (3) ◽  
pp. 252 ◽  
Author(s):  
Laura M. DESIMONE ◽  
Michael S. GARET
Keyword(s):  
Professional Development ◽  
United States ◽  
Best Practices ◽  
Classroom Behavior ◽  
The United States ◽  
Teacher Mobility ◽  
Effective Professional Development ◽  
Professional Development For Teachers ◽  
Urban Contexts ◽  
Teachers Professional Development

ABSTRACT: This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.

Assessing Teaching Practices Development With Multimodal Narratives

2019 ◽  
pp. 231-250
Author(s):  
Ana Edite Cunha
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Longitudinal Research ◽  
Research Problem ◽  
Task Design ◽  
Epistemic Practices ◽  
Teachers Professional Development ◽  
Productive Engagement

This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.

scholarly journals Organisational and task factors influencing teachers’ professional development at work

2016 ◽  
Vol 40 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Arnoud T. Evers ◽  
Béatrice I. J. M. Van der Heijden ◽  
Karel Kreijns
Keyword(s):  
Professional Development ◽  
Social Support ◽  
Learning Climate ◽  
Cross Sectional ◽  
Content Type ◽  
Study Results ◽  
Learning Competencies ◽  
Teachers Professional Development ◽  
The Right ◽  
And Task

Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. Design/methodology/approach – A model incorporating the relationships between organisational and task factors as predictor variables and TPD at Work as the dependent variable, is presented and empirically tested by a quantitative (survey research) method. Findings – The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations/implications – The most important limitations of the study were the cross-sectional nature of the study and the use of self-ratings only, which may imply common method bias. Practical implications – To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality/value – Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.

scholarly journals Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle

2021 ◽  
Vol 23 ◽  
pp. 151-168
Author(s):  
Mayra C Daniel ◽  
Teresa Wasonga ◽  
Ximena Burgin
Keyword(s):  
Professional Development ◽  
Home Front ◽  
Guatemala City ◽  
Low Socioeconomic ◽  
Study Results ◽  
Literacy Methods ◽  
Teachers Professional Development ◽  
Support Students

This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.  

Disrupting Relationships

2011 ◽  
pp. 16-31 ◽  
Author(s):  
Vicki Stieha ◽  
Miriam Raider-Roth
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching Practices ◽  
Teaching Practice ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Experiences ◽  
Evolutionary Step ◽  
Teachers Professional Development ◽  
The Individual

Can the disruption of teachers’ relationships with themselves, as both teachers and learners, be a source for professional growth? In this chapter the authors explore teachers’ professional development experiences as a source for disrupting relationships with the “self-as-teacher” and “self-as-learner” and the way this process can facilitate innovative changes in their teaching practices. While some may view “disrupting relationships” as a negative move, the chapter will frame a view of such relational ruptures with subsequent repair as potentially growth fostering. In contrast to a view that sees disrupting relationships as a negative move, this work provides a view of reconciliation and repair as one that propels the individual forward – a move that is steeped in learning about self and about other. Developmentally, the authors understand the sense of disconnection, or rupture, as an essential “evolutionary” step as individuals continue to move beyond their mental and emotional boundaries increasing growth and learning (Kegan, 1982, 1994). In seeking to understand the teachers’ experiences, this work provides an intimate and descriptive picture of the negotiations participants made during and after an extended professional development seminar vis-à-vis their learning and teaching practice. In doing so, the authors make visible the complicated processes involved as teachers question conventional practices and invite innovation into their classrooms.

scholarly journals Teacher and Parent Perspectives on NGSS Alignment Following Teacher Professional Development

2021 ◽  
Vol 32 (1) ◽  
pp. 72-79
Author(s):  
Adam Channell ◽  
◽  
William Cobern ◽  
David Rudge ◽  
Amy Bentz ◽  
...  
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Development ◽  
The United States ◽  
Classroom Implementation ◽  
Grade Levels ◽  
Teacher Professional ◽  
Teachers And Parents ◽  
Teachers Professional Development ◽  
K 12

Abstract: This study examined United States K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers’ professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and fifteen parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child’s science classrooms. Despite parents’ lack of NGSS understanding, parents generally gave positive feedback about teachers’ science instruction. However, parents expressed concern about their child’s ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the United States and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country.

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