scholarly journals An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge

2015 ◽  
Author(s):  
Carrie Adams Soliday
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Evaluation Study ◽  
Outcome Evaluation ◽  
Pedagogical Knowledge ◽  
Teacher Content Knowledge ◽  
The Impact

scholarly journals Understanding the Impact of a Community-led HIV Prevention Program in South Africa: Context, Conceptual Framework and Methodology

1999 ◽  
Vol 5 (4) ◽  
pp. 9 ◽  
Author(s):  
Catherine Campbell ◽  
Brian Williams
Keyword(s):  
Hiv Prevention ◽  
Prevention Program ◽  
Hiv Transmission ◽  
Evaluation Research ◽  
Evaluation Study ◽  
Social Contexts ◽  
Outcome Evaluation ◽  
Evaluation Methodology ◽  
Sexually Transmitted ◽  
The Impact

In this paper we provide an account of our multi-dimensional evaluation of a community led HIV-prevention program in the southern African mining community of Carletonville. The Mothusimpilo Project has three pillars: peer education and condom distribution, syndromic management of sexually transmitted diseases (STDs), and stakeholder mobilisation. Substantial efforts are being made to evaluate the impact of the intervention and in this paper we outline the theoretical rationale, research design and some preliminary results of the evaluation. The first section provides the setting for the evaluation work, viz an intervention which seeks to contextualise traditional biomedical and behavioural approaches to HIV-transmission within their broader community and social contexts. In the second section we outline the theoretical assumptions underlying the evaluation (which has both 'outcome evaluation' and 'process evaluation' components). In particular, we discuss the way in which the concepts of identity, empowerment and social capital are used to understand the processes involved in health-enhancing behaviour change. In the third section we describe our multi-disciplinary evaluation methodology and present some preliminary findings from our on-going evaluation study. One important goal of our evaluation research is to demonstrate the extent to which community level factors serve to assist or hinder the project in achieving its goals. In this way we hope to contribute to understandings of the role of community participation in influencing the outcomes of community-based health promotional projects.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

Librarians’ Roles in Informatics to Support Classroom Incorporation of Technology

2013 ◽  
pp. 129-147 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Curriculum Development ◽  
Content Knowledge ◽  
Developmentally Appropriate ◽  
Pedagogical Knowledge ◽  
Learning Activities ◽  
School Librarians ◽  
Know How ◽  
Impact Of Technology ◽  
The Impact

Informatics, particularly as applied to K12 settings, has received little systematic attention worldwide, although the field itself is growing due to the impact of technology and information advances. Too often, informatics has been approached as a tool-based skill rather than an academic domain with theoretical underpinnings. Content knowledge, technological knowledge, and pedagogical knowledge are required for success. School librarians can serve as expert partners in these endeavors. They have more knowledge and experience with informatics than anyone else in the setting, they can select and incorporate informational and technological resources and learning activities that are developmentally appropriate and relevant for students, they know how to manage knowledge effectively, and they know how to collaborate effectively with the rest of the school community in order to optimize curriculum development, instructional design, and delivery.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy

2016 ◽  
Vol 27 (7) ◽  
pp. 717-745 ◽  
Author(s):  
Nicole Tuttle ◽  
Joan N. Kaderavek ◽  
Scott Molitor ◽  
Charlene M. Czerniak ◽  
Eugenia Johnson-Whitt ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Science Content ◽  
Science Content Knowledge ◽  
The Impact

Librarians’ Roles in Informatics to Support Classroom Incorporation of Technology

2013 ◽  
pp. 153-171
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Curriculum Development ◽  
Content Knowledge ◽  
Developmentally Appropriate ◽  
Pedagogical Knowledge ◽  
Learning Activities ◽  
School Librarians ◽  
Know How ◽  
Impact Of Technology ◽  
The Impact

Informatics, particularly as applied to K12 settings, has received little systematic attention worldwide, although the field itself is growing due to the impact of technology and information advances. Too often, informatics has been approached as a tool-based skill rather than an academic domain with theoretical underpinnings. Content knowledge, technological knowledge, and pedagogical knowledge are required for success. School librarians can serve as expert partners in these endeavors. They have more knowledge and experience with informatics than anyone else in the setting, they can select and incorporate informational and technological resources and learning activities that are developmentally appropriate and relevant for students, they know how to manage knowledge effectively, and they know how to collaborate effectively with the rest of the school community in order to optimize curriculum development, instructional design, and delivery.

scholarly journals IMPACT OF JAPANESE LESSON STUDY IN TEACHERS’ CONTENT KNOWLEDGE AS A NEW MODEL FOR TEACHERS’ DEVELOPMENT IN SAUDI ARABIA

2020 ◽  
Vol 7 (6) ◽  
Author(s):  
Maged Almadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Content Knowledge ◽  
Professional Learning ◽  
Lesson Study ◽  
Primary Schools ◽  
Online Survey ◽  
Pilot Project ◽  
School Based ◽  
The Impact

<p>School-based professional development is an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school. Lesson Study (LS) is one of the models of school-based professional development. It is a professional learning method that is based on collaboration amongst teachers, in order to improve their professional development and students’ outcomes. The Saudi Ministry of Education, since 2015, started a pilot project that utilized the LS in certain Saudi schools in different regions to meet professional learning needs. The purpose of this study is to understand the impact of LS as a model adopted for the professional development of teachers by Primary Schools in Riyadh region in Saudi Arabia. The study utilised a quantitative research method based on an online survey to collect data from four selected elementary schools in the Riyadh region. SPSS software was used to analyse the questionnaire responses. Overall, the results for this study identified that LS serves as an effective tool for teachers’ professional development and that most of the teachers have positive perception towards using the LS model as a tool for improving teachers’ content knowledge.</p>

scholarly journals Master mathematics teachers as mentors for underperforming and disadvantaged schools

2009 ◽  
Vol 28 (4) ◽  
pp. 340-354 ◽  
Author(s):  
Annemarie Hattingh
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
Portfolio Assessment ◽  
The Body ◽  
Actual Performance ◽  
The Impact

The work of teachers has a significant role both with regard to learners’ achievement and their opportunities in life. In the context of a developing country, particularly with respect to township and rural schools, it is a common occurrence that many practising teachers are un- or under qualified for the teaching of mathematics. What kind of professional development would be effective for upgrading the content knowledge and professional competence of such teachers? It is the aim of this article to give an overview of a professional development approach, called mentorship by master mathematics teachers, which had a positive effect both on teacher learning and their learners’ performance. Where mentorship usually focuses on the induction of beginning or student teachers, the Teacher Mentorship Programme (TMP) in this case, had as its target experienced teachers who had been teaching mathematics for years in township schools, but without the appropriate qualifications. The mentee teachers had never previously, due to no fault of their own, been exposed to excellent teaching practices as learners, student or practising teachers. The TMP was an initiative of a university’s Faculty of Engineering, that collaborated with private engineering companies and the Department of Education with the aim of preparing more and better equipped Grade 12 leavers who enrol for studies in engineering and technology related fields. The intended outcomes of the TMP were: To improve teachers’ content knowledge, pedagogical competence and attitude towards mathematics and science. To broaden teachers’ knowledge of careers related to the mathematics, science and technology fields. To improve learners’ attitudes towards mathematics, science and related careers. To increase the number of learners who enrol for mathematics on the higher grade which is the equivalent of “core” mathematics in the new National Curriculum Statement.Why a mentorship programme? A common theme occurring continuously in professional development research is that ad hoc workshops do not seem to have the sustained impact required for significant teacher change and the improvement required to enhance learners’ performance. A pure workshop approach also lacks in-context follow up support and reflection on newly acquired innovations. The body of research recommends that in-service programmes need to be school-based, they need to address the learning needs as identified by teachers themselves, and, lastly, they need consistently to be subject focused. Through the latter approach, teachers are not merely cast into the role of a technical-rationalist to receive knowledge, but instead, they are perceived as knowledge producers through joint reflection with expert mentors. The article further describes the requirements and some characteristics of master mentors that were appointed in the crucial role of change facilitators. The impact of the four year programme (2003-2006) is briefly provided through statistical lenses, while the qualitative themes that emerged as the biggest learning and developmental needs as reported by teachers themselves are narrated. Teachers mostly needed support with subject conceptualisation, pedagogic content knowledge (how to teach challenging concepts) and portfolio assessment. A detailed account of results can be found in Fricke (2008). In conclusion, the article offers a possible theoretical framework for designing and negotiating an individualised professional development plan. The suggested theoretical frame departs from the Zone of Feasible Development (ZFD), analogous to Vygotsky’s ZFD which describes the “distance” between actual performance on the one hand and the idealised performance an individual can achieve under the guidance of an expert on the other.

The Mental Health and Social Exclusion European Network

2000 ◽  
Vol 5 (3) ◽  
pp. 245-251 ◽  
Author(s):  
Luigi Leonori ◽  
Manuel Muñoz ◽  
Carmelo Vázquez ◽  
José J. Vázquez ◽  
Mary Fe Bravo ◽  
...  
Keyword(s):  
Mental Health ◽  
European Union ◽  
Social Exclusion ◽  
Mentally Ill ◽  
Outcome Evaluation ◽  
World Federation ◽  
The European Union ◽  
Capital Cities ◽  
Homeless Mentally Ill ◽  
The Impact

This report concerns the activities developed by the Mental Health and Social Exclusion (MHSE) Network, an initiative supported by the Mental Health Europe (World Federation of Mental Health). We report some data from the preliminary survey done in five capital cities of the European Union (Madrid, Copenhagen, Brussels, Lisbon, and Rome). The main aim of this survey was to investigate, from a mostly qualitative point of view, the causal and supportive factors implicated in the situation of the homeless mentally ill in Europe. The results point out the familial and childhood roots of homelessness, the perceived causes of the situation, the relationships with the support services, and the expectations of future of the homeless mentally ill. The analysis of results has helped to identify the different variables implicated in the social rupture process that influences homelessness in major European cities. The results were used as the basis for the design of a more ambitious current research project about the impact of the medical and psychosocial interventions in the homeless. This project is being developed in 10 capital cities of the European Union with a focus on the program and outcome evaluation of the health and psychosocial services for the disadvantaged.

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