International Physics Masterclasses and Workshop on Particle Physics : Professional Development Tools for High School Teachers in São Paulo

In this paper, the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models. Through literature analysis, the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers' autonomy and professional development. Under the current curriculum model in China, teachers' autonomy and professionalism in curriculum development are both enhanced and limited to some extent. Based on the analysis of the literature, this paper will propose recommendations for enhancing Chinese high school teachers' autonomy and professionalism in curriculum development.

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High School Teachers Engineering Education Professional Development: Foundations for Attracting and Engaging Future Engineers

10.18260/1-2--17044 ◽

2020 ◽

Author(s):

Christina White ◽

Joules Webb

Keyword(s):

Professional Development ◽

High School ◽

Engineering Education ◽

High School Teachers ◽

School Teachers ◽

Education Professional ◽

Education Professional Development

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The professional development of high school teachers

REVISTA INTERSABERES ◽

10.22169/revint.v11i24.1150 ◽

2016 ◽

Vol 11 (24) ◽

Author(s):

Jacques De Lima Ferreira ◽

Arthur Leitis Junior ◽

Lucilene Marques Martins Rodrigues

Keyword(s):

Professional Development ◽

High School ◽

High School Teachers ◽

School Teachers

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Western Pacific Teachers’ Perceptions of Implementing Technology in the Classroom

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v5-i1-09 ◽

2022 ◽

Vol 05 (01) ◽

Author(s):

Roque Indalecio ◽

Keyword(s):

Professional Development ◽

High School ◽

Instructional Technology ◽

Technology Acceptance ◽

High School Teachers ◽

Technology Training ◽

Western Pacific ◽

Pacific Region ◽

Western Pacific Region ◽

School Teachers

At a Western Pacific Region school district with six public high schools, district administrators implemented an educational technology training program (ETTP) to improve technology integration in the classroom as measured by the Effective Learning Environments Observation Tool, but there was no follow-up to determine how the teachers perceived the ETTP and to identify the experiences of teachers related to instructional technology after taking the district training. This basic qualitative study, guided by the technology acceptance model, addressed this problem in the district by exploring how the teachers perceived the technology professional development program provided by the district and the teachers’ experiences related to instructional technology after taking the district training. The purposeful sample included 13 Western Pacific Region high school teachers who were interviewed via Zoom. Data were analyzed using thematic analysis to create codes, categories, and themes. The participants perceived the ETTP as helpful because they learned new tools and increased their confidence in using technology in their classrooms. Results showed that after completing the ETTP, teachers still needed content-specific technology training and continuous professional development. High school teachers expressed the need for these trainings to continue integrating technology using up-to-date technology tools. Rethinking science professional development is one potential form of social change.

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