A Mixed-Methods Investigation: Involvement in a Research Experience for Teachers’ Professional Development Program

2017 ◽  
Author(s):  
Margareta Maria Thomson
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Development Program ◽  
Professional Development Program ◽  
Research Experience ◽  
Research Experience For Teachers ◽  
Teachers Professional Development

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

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.

Sign in / Sign up

Export Citation Format

Share Document