scholarly journals Adoption of ICT in Science Education: a Case Study of Communication Channels in A Teachers’ Professional Development Project

2009 ◽  
Vol 5 (2) ◽  
Author(s):  
Kalle Juuti ◽  
Jari Lavonen ◽  
Maija Aksela ◽  
Veijo Meisalo
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Communication Channels ◽  
Development Project ◽  
Teachers Professional Development

scholarly journals Developing a collaborative model in teacher education – An overview of a teacher professional development project

2016 ◽  
Vol 4 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Anttoni Kervinen ◽  
Anna Uitto ◽  
Arja Kaasinen ◽  
Päivi Portaankorva-Koivisto ◽  
Kalle Juuti ◽  
...  
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Science Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Development Project ◽  
Theory And Practice ◽  
Collaborative Model ◽  
Teachers Professional Development

The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to be crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Collaborative Teacher Development on Teaching World Englishes

2017 ◽  
pp. 165-184 ◽  
Author(s):  
Derin Atay ◽  
Gökçe Kurt ◽  
Özlem Kaşlıoğlu
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
World Englishes ◽  
Knowledge Transmission ◽  
Critical Perspective ◽  
University Supervisors ◽  
Educational Innovations ◽  
Teachers Professional Development ◽  
Present Case Study

Teachers play a central role in shaping education. Educational innovations succeed or fail with the teachers who shape it (Lieberman & Pointer Mace, 2008); thus teachers' professional development process should be given utmost importance and organized in a way that supports and promotes their growth. Traditional INSET programs based on knowledge-transmission are found to be ineffective in reaching this aim. The present case-study introduces a collaborative INSET program, in which the participating pre-and in-service teachers tried to develop their understanding of World Englishes and integrate it into teaching under the guidance of university supervisors. Data collected by means of interviews revealed that this process enriched the knowledge of the participants and enabled them to look at the relevant issue from a critical perspective.

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