Showing papers on "Professional development published in 2012"

Flip Your Classroom: Reach Every Student in Every Class Every Day

Abstract: It started with a simple observation: students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don't need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom-students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before. This is the authors story, and they're confident it can be yours too. Learn what a flipped classroom is and why it works and get the information you need to flip a classroom. You'll also learn the flipped mastery model, where students learn at their own pace-furthering opportunities for personalised education. This simple concept is easily replicable in any classroom, doesn't cost much to implement, and helps foster self-directed learning. Once you flip, you wont want to go back! The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Centre for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.

Teacher beliefs and technology integration practices: A critical relationship

Abstract: Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, ''How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?'' Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers' classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers' own beliefs and attitudes about the relevance of technology to students' learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers' attitudes and beliefs.

Qualitative Research in Education

Abstract: This accessible and practical book is a perfect quick guide for postgraduate researchers in education. Looking at the interdependence of teaching and research, the authors show that a critical and analytical exploration of policies and practices is a necessary part of what we mean by being a 'professional' in education. Drawing on the authors' substantial experience of teaching research skills at postgraduate level, as well as on their own experiences as active researchers, the book will guide you through: - discourse analysis - visual methods - textual research - data collection and analysis This co-authored book is structured around a range of methods applicable to educational research and appropriate for use by practitioners at all stages of their professional development. It takes recognisable, 'real life' scenarios as its starting point for each discussion of method, so that readers are able to start from the known and familiar. As well as exploring theoretical aspects of research method, each chapter provides practical tasks and points for discussion and reflection. These approaches, taken together, are designed to build confidence and encourage reader engagement and enjoyment.

Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature

Abstract: Global investment in ICT to improve teaching and learning in schools have been initiated by many governments. Despite all these investments on ICT infrastructure, equipments and professional development to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This article reviews personal, institutional and technological factors that encourage teachers’ use of computer technology in teaching and learning processes. Also teacher-level, school-level and system-level factors that prevent teachers from ICT use are reviewed. These barriers include lack of teacher ICT skills; lack of teacher confidence; lack of pedagogical teacher training; l lack of suitable educational software; limited access to ICT; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these barriers affect individuals and institutions may help in taking a decision on how to tackle them.

Preparing teachers and developing school leaders for the 21st century: lessons from around the world

Abstract: This report from the OECD has been prepared to support the second International Summit on the Teaching Profession held in New York in March 2012 and hosted by the US Department of Education, the OECD and Education International. The summit was designed to review how to best improve the quality of teaching, teachers and school leaders. The report presents available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The report acknowledges that the kind of teaching needed today requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. However, to attract and develop knowledge workers, education systems need to transform the leadership and work organisation of their schools to an environment in which professional norms of management complement bureaucratic and administrative forms of control, with the status, pay, professional autonomy, and the high quality education that go with professional work, and with effective systems of teacher evaluation, with differentiated career paths and career diversity for teachers. The summit is organised around three interconnected themes and the report addresses each of these. Chapter one, 'Developing effective school leaders' [drafted by Beatriz Pont in collaboration with Pauline Musset, Andreas Schleicher, Diana Toledo Figueroa and Juliana Zapata], contains the following sections: a changing profile of school leadership; supporting, evaluating and developing teacher quality; goal-setting, assessment and accountability; strategic resource management; leadership beyond school walls; distributing leadership; developing leadership for tomorrow's education systems; appraisal of school leaders; conclusions; Chapter two, 'Teacher development, support, employment conditions and careers' [drafted by David Istance and Stephan Vincent-Lancrin in collaboration with Dirk Van Damme, Andreas Schleicher and Kristen Weatherby], contains: changes in the demand for student skills; a demanding agenda for teachers; understanding learning to improve teaching practices; designing ecosystems for a 21st-century teaching profession; conclusions; Chapter three, 'Preparing teachers: matching demand and supply' [drafted by Andreas Schleicher in collaboration with Dirk van Damme and Pauline Musset], contains: a challenge of teacher shortages; making teaching an attractive career choice; compensation schemes to match teacher supply and demand; establishing effective employment conditions; ensuring high-quality initial teacher education; providing for attractive careers; meeting the need for ongoing professional development to address issues of teacher supply; conclusions. The appendix contains selected comparative data from OECD sources.

Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development

Abstract: This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study.

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

Abstract: Recent calls for reform, such as Vision and Change: A Call to Action, have described a vision to transform undergraduate biology education and have noted the need for faculty to promote this change toward a more iterative and evidence-based approach to teaching (American Association for the Advancement of Science [AAAS], 2011). A key challenge is convincing many faculty—not just a handful of faculty scattered across the country but the majority of life sciences faculty in every institution—to change the way they teach. Few would disagree that this is an ambitious goal. Change is difficult in any setting, but changing academic teaching appears to be especially tricky. Calls for change imply that the pedagogical approaches our own professors and mentors modeled and taught us might not be the best way to engage large numbers of diverse populations of undergraduates in our discipline. This effort potentially also involves telling faculty that what they have been doing for the past 5, 10, or even 30 yr may not the most effective approach, especially for today’s students. Widespread change in undergraduate biology teaching—or in any of the sciences for that matter—has been documented to be difficult (Hender-

Interprofessional education: a review of context, learning and the research agenda.

Abstract: Medical Education 2012: 46: 58–70 Context Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Discussion Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Conclusions Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored.

Professional identity development: a review of the higher education literature

Abstract: This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities.

A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

Abstract: Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate’s degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system.

Teacher Professional Development Focusing on Pedagogical Content Knowledge

Abstract: Because pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers’ professional knowledge that is highly topic, person, and situation specific. This implies that professional development programs aimed at the development of teachers’ PCK cannot be limited to supplying teachers with input, such as examples of expert teaching of subject matter. Instead, such programs should be closely aligned to teachers’ professional practice and, in addition to providing teachers with specific input, should include opportunities to enact certain instructional strategies and to reflect, individually and collectively, on their experiences.

Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice

Abstract: This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.

Developing critically reflective practice

Abstract: Reflective practice has become an influential concept in various forms of professional education, for example, in nursing and social work. However, there has been a common tendency for it to be oversimplified in practice, and, furthermore, dominant understandings of reflective practice can themselves be criticised for lacking theoretical sophistication in some respects – particularly in relation to the social and political dimensions of learning and professional practice. This paper therefore seeks to clarify the theoretical underpinnings of reflective practice and to propose developments in relation to the missing sociological elements. It briefly reviews current dominant understandings of reflective practice before proposing developments in the theory base to make it more theoretically sophisticated in general and more sociologically informed in particular. In this way, the foundations for a critically reflective practice are sketched out.

The beliefs behind the teacher that influences their ICT practices

Abstract: This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich, & York, 2007; Higgins & Moseley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep - grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers' practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.

Understanding the Factors That Influence the Adoption and Meaningful Use of Social Media by Physicians to Share Medical Information

Abstract: Background: Within the medical community there is persistent debate as to whether the information available through social media is trustworthy and valid, and whether physicians are ready to adopt these technologies and ultimately embrace them as a format for professional development and lifelong learning. Objective: To identify how physicians are using social media to share and exchange medical information with other physicians, and to identify the factors that influence physicians’ use of social media as a component of their lifelong learning and continuing professional development. Methods: We developed a survey instrument based on the Technology Acceptance Model, hypothesizing that technology usage is best predicted by a physician’s attitudes toward the technology, perceptions about the technology’s usefulness and ease of use, and individual factors such as personal innovativeness. The survey was distributed via email to a random sample of 1695 practicing oncologists and primary care physicians in the United States in March 2011. Responses from 485 physicians were analyzed (response rate 28.61%). Results: Overall, 117 of 485 (24.1%) of respondents used social media daily or many times daily to scan or explore medical information, whereas 69 of 485 (14.2%) contributed new information via social media on a daily basis. On a weekly basis or more, 296 of 485 (61.0%) scanned and 223 of 485 (46.0%) contributed. In terms of attitudes toward the use of social media, 279 of 485 respondents (57.5%) perceived social media to be beneficial, engaging, and a good way to get current, high-quality information. In terms of usefulness, 281 of 485 (57.9%) of respondents stated that social media enabled them to care for patients more effectively, and 291 of 485 (60.0%) stated it improved the quality of patient care they delivered. The main factors influencing a physician’s usage of social media to share medical knowledge with other physicians were perceived ease of use and usefulness. Respondents who had positive attitudes toward the use of social media were more likely to use social media and to share medical information with other physicians through social media. Neither age nor gender had a significant impact on adoption or usage of social media. Conclusions: Based on the results of this study, the use of social media applications may be seen as an efficient and effective method for physicians to keep up-to-date and to share newly acquired medical knowledge with other physicians within the medical community and to improve the quality of patient care. Future studies are needed to examine the impact of the meaningful use of social media on physicians’ knowledge, attitudes, skills, and behaviors in practice. [J Med Internet Res 2012;14(5):e117]

Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19

Abstract: Background Due to the increasing complexity of medical education and practice, the preparation of healthcare professionals for leadership roles and responsibilities has become increasingly important. To date, the literature on faculty development designed to promote leadership in medical education has not been reviewed in a systematic fashion. Aim The objective of this review is to synthesize the existing evidence that addresses the following question: 'What are the effects of faculty development interventions designed to improve leadership abilities on the knowledge, attitudes, and skills of faculty members in medicine and on the institutions in which they work?' Search strategy The search, which covered the period 1980-2009, included six databases (Medline, EMBASE, CINAHL, Web of Science, ERIC, and ABI/Inform) and used the following keywords: faculty development; in-service training; doctor; medic; physician; faculty; leadership; management; administration; executive; and change agent. Hand searches were also conducted, and expert recommendations were solicited. Inclusion and exclusion criteria Articles with a focus on faculty development to improve leadership, targeting basic science and clinical faculty members, were reviewed. All study designs that included outcome data beyond participant satisfaction were examined. From an initial 687 unique records, 48 articles met the review criteria in three broad categories: (1) reports in which leadership was the primary focus of the intervention; (2) reports in which leadership was a component of a broader focus on educational development; and (3) reports in which leadership was a component of a broader focus on academic career development. Data extraction Data were extracted by three coders using the standardized Best Evidence Medical Education coding sheet adapted for our use. One reviewer coded all of the articles, and two reviewers each coded half of the dataset. Coding differences were resolved through discussion. Data synthesis Data were synthesized using Kirkpatrick's four levels of educational outcomes. Findings were grouped by intervention type and level of outcome. Results Forty-eight articles described 41 studies of 35 different interventions. The majority of the interventions targeted clinical faculty members and included workshops, short courses, fellowships, and other longitudinal programs. The majority of studies were quantitative in nature, though five studies used a qualitative design, and 12 studies used mixed methods. All quantitative studies were quasi-experimental and most employed a single group design; only two studies had a comparison group. Qualitative study designs were typically not specified. The majority of evaluation data, primarily collected post-intervention, consisted of participants' responses to questionnaires and interviews. KEY POINTS AND SUMMARY OF OUTCOMES: Despite methodological limitations, the faculty development literature tends to support the following outcomes: ▪ High satisfaction with faculty development programs. Participants consistently found programs to be useful and of both personal and professional benefit. They also valued the practical relevance and applicability of the instructional methods used. ▪ A change in attitudes toward organizational contexts and leadership roles. Participants reported positive changes in attitudes toward their own organizations as well as their leadership capabilities. Some reported an increased awareness of--and commitment to--their institution's vision and challenges, whereas others reported greater self-awareness of personal strengths and limitations, increased motivation, and confidence in their leadership roles. A greater sense of community and appreciation of the benefits of networking were also identified. ▪ Gains in knowledge and skills. Participants reported increased knowledge of leadership concepts, principles, and strategies (e.g., leadership styles and strategic planning), gains in specific leadership skills (e.g., personal effectiveness and conflict resolution), and increased awareness of leadership roles in academic settings. ▪ Changes in leadership behavior. Self-perceived changes in leadership behavior were consistently reported and included a change in leadership styles, the application of new skills to the workplace (e.g., departmental reorganization and team building), the adoption of new leadership roles and responsibilities, and the creation of new collaborations and networks. Observed changes primarily suggested new leadership positions. ▪ Limited changes in organizational practice. Although not frequently examined, changes in organizational practice included the implementation of specific educational innovations, an increased emphasis on educational scholarship, and the establishment of collegial networks. ▪ Key features of faculty development. Features contributing to positive outcomes included the use of: multiple instructional methods within single interventions; experiential learning and reflective practice; individual and group projects; peer support and the development of communities of practice; mentorship; and institutional support. ▪ Avenues for future development: Moving forward, faculty development programs should: ground their work in a theoretical framework; articulate their definition of leadership; consider the role of context; explore the value of extended programs and follow-up sessions; and promote the use of alternative practices including narrative approaches, peer coaching, and team development. METHODOLOGICAL ISSUES: More rigorous and diverse research designs are needed to capture the complexity of interventions in this area. Varied methods of assessment, utilizing multiple data sources to tap changes at the interpersonal and organizational level should be explored, as should the maintenance of change over time. Process-oriented studies, comparing different faculty development strategies and clarifying the process of change through faculty development, should also become a priority. Conclusion Participants value leadership development activities and report changes in attitudes, knowledge, skills and behavior. Moreover, despite methodological limitations, certain program characteristics seem to be associated with positive outcomes. Further research is required to explore these associations and document changes at both the individual and organizational level.

Building a High-Quality Teaching Profession. Lessons from around the world

Abstract: Andreas Schleicher, Head of the Indicators and Analysis Division, Organisation for Economic Co-operation and Development, Paris, France. Email: andreas.schleicher@oecd.org Address: 2, rue Andre Pascal, 75775 Paris Cedex 16, France.These are the final chapters of the OECD report. International experience is used to describe possible methods to increase status of the teaching profession and the caliber of its recruits.Successful reform of education system cannot wait for a new generation of teachers; it requires investment in the present teacher workforce, providing quality professional development, adequate career structures and diversification, and enlisting the commitment of teachers to reform. The analysis looks at how individual development of teachers can be improved and how greater collaboration among teachers can improve the quality of teaching. School systems should provide a careful coordination between training, evaluation and compensation of teachers.Methods of successful staff management and criteria for teacher appraisal applied in different countries are described. Teacher evaluation is essential for improving the individual performance of teachers and the collective performance of education systems. Criteria for teacher appraisal need to be aligned with the objectives of the system and the schools. Improved appraisal and feedback can have beneficial effects on teachers, improving their job satisfaction and personal development as well as their effectiveness in implementing priorities for improvement. Moreover, appraisals can help teachers build confidence in themselves.Teacher engagement in the development and implementation of educational reform is crucial. The paper describes how collaboration among teachers, politicians and ministry officials is achieved in different countries to make the reform happen.DOI: 10.17323/1814-9545-2012-2-5-62

Academic Staff Development as a Catalyst of Curriculum Change Towards Education for Sustainable Development: An Output Perspective

Abstract: Implementing education for sustainable development (ESD) in university curricula poses a new challenge to the academic system. In recent years many universities have undertaken activities towards its implementation and numerous case studies of such processes have been documented. However, it remains a great challenge to change university curricula in such a way that they are transformed into ‘built-in’ sustainability. How then can deep-rooted implementation be facilitated? It has been argued that learning processes which can enable transformative changes largely depend on academic staff and their capabilities and willingness to support such processes. Although there are only few examples that focus on academic staff in higher education as a starting point to bring about change, research indicates promising opportunities to do so. In this context this article describes the case of an academic staff development programme which was implemented at the Universidad Tecnica del Norte (Ecuador) and analyses the extent to which such a programme has positive effects on transformative changes towards a sustainable university. The analysis of the programme shows that it not only facilitated the personal competence development of the participating academic staff and changed their teaching practice, but also that it influenced the general organizational development of the university. The results of this case study thus highlight the potential benefits of ESD academic staff development programmes in terms of their relevance for initiating individual learning processes as well as for facilitating social learning and, in this respect, confirm the idea that the competence development of academic staff is an essential prerequisite for a sustainability paradigm shift in higher education.

Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

Abstract: The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers' implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme).

A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Abstract: This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.

How should the higher education workforce adapt to advancements in technology for teaching and learning

Abstract: In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher.

America's Children: Providing Early Exposure to Stem (Science, Technology, Engineering and Math) Initiatives

Abstract: Introduction The face of the American economy and that of the global economy has seen increasing change over the past decade (National Science Board, 2010). The trend of these economies has increased in science, technology, and innovation, as well as become more knowledge intensive. The need for professionals in the fields of Science, Technology, Engineering, and Mathematics (STEM) continues to grow at a comparable rate as well to meet the demands of this high-tech global economy. The increase in professional workers in Science and Technology fields in the United States has seen steady growth over the past decade, but lags behind the dramatic growth of our European and Asian global competitors in developed countries (National Science Board, 2010). As a result, more focus has been placed on STEM initiatives in American schools. These initiatives have been largely seen in the middle and high school curricula, but there has been little change in the elementary curricula to support these growing trends. Bencze (2010) writes, "... although there is considerable academic and official curricular support for promoting student-directed, open-ended science inquiry and technological design projects in schools, the reality is that they rarely occur." (p. 58) Review of the Literature History Current reform in science education and the push for STEM awareness by the Obama administration and nationally recognized foundations (e.g. American Association for the Advancement for Science, National Science Foundation) have emphasized projects and programs that encourage American youth to connect with STEM fields. Results on the PISA and TIMSS international studies of math and science exams have shown that American youth fall behind other developed countries in their abilities in science and math (Russell, Hancock & McCullogh, 2007; Russell, 1999) In addition, various research studies of undergraduate student experiences in choosing STEM professions (Russell, Hancock & McCullogh, 2007; Russell, 1999) have noted that the best time to create a connection, awareness and interest in STEM fields would be the elementary years. The number of students enrolling in more advanced math and science courses in high schools in America is on the increase according to the Federal Interagency Forum on Child and Family Statistics (2011). However, The National Science Board (2010) still projects a shortage of workers in the STEM fields in the United States in our near future. Over half of doctorate degrees in Natural Sciences and Engineering earned in the United States since 2006 were awarded to foreign nationals, largely from East Asia (National Science Board, 2010). Even though the number of undergraduate students entering STEM degree programs at four-year institutions has risen over the past decade, the rate of increase lags behind other developed countries. Present Initiatives One current initiative in promoting STEM in American education belongs to national organizations. The first is called The Partnership for 21st Century Skills (2004). The goal of this initiative is to prepare American children to develop the skills they will need in order to compete in our global economy. This partnership between educators, policy makers, and community members aims to provide tools and resources for public schools, and fight for policies that will advance the cause. The framework of this skill set encompasses reading, writing, arithmetic (3 R's), and other core subject areas; along with critical thinking and problem solving, communication, collaboration, and creativity (4 C's). 21st century themes, and information media and technology are also a focus of the partnership with support systems designating professional development for teachers and support for the learning environments. While some school districts were already embracing similar ideas, the partnership strives to provide equal support and resources for all schools across America at the local, state, and national levels. …

Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs

Abstract: Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, A...

Re-thinking continuing professional development through changing metaphors and location in professional practices

Abstract: Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for continuing professional education and suggests that continuing professional development might be better conceptualised within practice theory. It identifies what a practice theory view of continuing professional development might involve and discusses the implications, particularly the notion of locating development within the practices of work.

Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement

Abstract: Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these beliefs with student learning. It was found that elementary teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of teacher beliefs including how often teachers spend teaching science. Males tended to display more positive beliefs than their female counterpar...

The Model of Educational Reconstruction A Framework for improving teaching and learning science

Abstract: To improve instructional practices – in schools, universities and in out of school settings has been a major concern of science education research and development. The intensive international debate on scientific literacy in the 1990s and the series of international monitoring studies like TIMSS and PISA in the 1990s and in the 2000s have fuelled this debate substantially. Various strands of science education research contribute to the stock of knowledge on more efficient means of teaching and learning science. The Model of Educational Reconstruction (MER) presented in this chapter provides a conception of science education research that is relevant for improving instructional practice and teacher professional development programs. The model is based on European Didaktik and Bildung (formation) traditions – with a particular emphasis on the German tradition. A key concern of the model is that science subject matter issues as well as student learning needs and capabilities have to be given equal attention in attempts to improve the quality of teaching and learning

Teachers' Professional Development: A Theoretical Review.

Abstract: Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument: The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method: To attempt to answer the research question, a search was conducted of t...