scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Xu Yueting
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Lesson Plan ◽  
University Graduates ◽  
Legitimate Peripheral Participation ◽  
English Teaching ◽  
Differentiated Learning

AbstractThe professional development of College English (CE) teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development (CPD) activities have been conducted (e.g., national teaching contest) to improve CE teachers’ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher’s (Janna, pseudonym) experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher’s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.

scholarly journals Tracing the theoretical path of my teaching experience at a private English institute

2019 ◽  
Vol 11 (1) ◽  
pp. 77-90
Author(s):  
Angie Milena Caro Ávila
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Experience ◽  
Theory And Practice ◽  
English Teacher

This paper reflects on the connections between theory and practice in a private English institute in which students follow seven different stages to complete one lesson. The objective of the researcher, an in-service English teacher, was to analyze the institute’s theoretical principles underlying each of the seven stages. These stages were studied in terms of the theories or approaches which guided the different stages in teaching and learning the English language. In order to provide an informed review of the theory and its application in practice, specialized authors, such as Richards and Rodgers (1993) or Harmer (2013), were revisited. Throughout the paper, the benefits and drawbacks students received when using the identified theories or approaches in their classes are reflected upon. Additionally, the researcher’s professional development during the steps she guided is critically analyzed. 

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

Change or Transformation?

2010 ◽  
pp. 127-141
Author(s):  
Liz Browne
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Training Programme ◽  
Career Pathways ◽  
Learning Approach ◽  
The United Kingdom ◽  
Professional Development For Teachers ◽  
Child Syndrome ◽  
The Government

This chapter draws on research carried out into a major national project funded by the government in the United Kingdom aimed a transforming teaching and learning in one sector of education known as the Learning and Skills sector. This sector, recognised as suffering from the ‘middle child syndrome’ (DfES: 2006), locates as a optional part of the learner journey between school and work or university and tends to be followed by those pursing a vocational training pathway. The sector is also renowned for providing new opportunities for adult learners wanting to re-train or gain qualifications required for new career pathways. This chapter explores the discourse of transformation in a programme of Continuous Professional Development for Teachers which adopted an e-portfolio for assessment purposes. The training programme was delivered using a blended learning approach. The research that informs this chapter was collated using electronic investigative tools. These are assessed for their usefulness whilst particular focus is given to evaluating the ambition for transformation as articulated in the programme aims.

Faculty Professional Development in Creating Significant Teaching and Learning Experiences Online

2020 ◽  
pp. 37-58 ◽  
Author(s):  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Professional Development ◽  
Faculty Member ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Faculty Members ◽  
University Graduates ◽  
Faculty Professional Development ◽  
Key Players ◽  
Teaching Learning

With faculty members and instructors struggling with the massive transformational challenges stemming from technological innovation, the establishment of a digital teaching-learning culture to ensure that university graduates are ready to join the 21st-century workforce is of the utmost importance. At this juncture, the key players are those who lead the learning experience, namely faculty members and instructors. Being an experienced faculty member and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. This chapter, therefore, discusses the changing nature of digital teaching and learning from the perspective of faculty members, within the framework of certain required competencies and skills that every faculty member should possess. The chapter also includes a brief overview of the literature regarding the professional development of faculty members, synchronized with reflections and experiences from an online e-Tutor course.

Translating Professional Development for Teachers Into Professional Development for Instructional Leaders

2017 ◽  
Vol 6 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Mary Alice Carlson ◽  
Ruth Heaton ◽  
Molly Williams
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Instructional Leaders ◽  
Learning Needs ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Initial Focus

In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.

scholarly journals Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 51
Author(s):  
Mike Smet
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Teaching And Learning ◽  
Teacher Turnover ◽  
Negative Relationship ◽  
Teacher Job Satisfaction ◽  
Hierarchical Linear Modelling ◽  
Significant Negative Relationship ◽  
Professional Development For Teachers ◽  
The Impact

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.

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