scholarly journals The Multilayered Peer Coaching Model and the In-Service Professional Development of Tertiary EFL Teachers

2013 ◽  
Vol 6 (7) ◽  
Author(s):  
Junyi Meng ◽  
Songphorn Tajaroensuk ◽  
Sirinthorn Seepho
Keyword(s):  
Professional Development ◽  
Peer Coaching ◽  
Coaching Model ◽  
Efl Teachers ◽  
Service Professional

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

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