Showing papers on "Professional development published in 2013"
TL;DR: In this paper, the authors investigated teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence and examined how these aspects impact instruction and, in turn, student outcomes.
Abstract: This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality.
858 citations
TL;DR: The authors investigated how teacher beliefs were related to technology integration practices and found that teachers' beliefs about the nature of knowledge and learning, beliefs about effective ways of teaching, and technology integration were related with each other.
625 citations
Book•
08 Nov 2013TL;DR: The authors argue that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching - organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations.
Abstract: This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching - organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors - the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.
494 citations
TL;DR: A systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS), found that despite the volume of academic literature in this field, the team of six reviewers found comparatively few empirical studies published in the period 2005-2011 providing findings addressing the review objectives as discussed by the authors.
477 citations
TL;DR: The authors aim to extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites.
Abstract: Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC’s) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 “new” competencies and to conflate 6 competencies into 3 to eliminate redundancy.
421 citations
TL;DR: The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments.
382 citations
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329 citations
TL;DR: In this article, the authors explore issues around the growing need for data-driven decision-making in programs in schools of education and present a systems perspective to explore course and programmatic implementation.
Abstract: Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.
327 citations
Book•
04 Oct 2013TL;DR: Visible Learning and the Science of How We Learn as discussed by the authors is a collection of research into what actually work in schools to improve children's learning. But what actually produced the best results in terms of improving learning and educational outcomes was not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produces the best outcomes in terms for improving learning.
Abstract: On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’
Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond
Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development
The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as:
teacher personality;
expertise and teacher-student relationships;
how knowledge is stored and the impact of cognitive load;
thinking fast and thinking slow;
the psychology of self-control;
the role of conversation at school and at home;
invisible gorillas and the IKEA effect;
digital native theory;
myths and fallacies about how people learn
This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes
313 citations
TL;DR: This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program and the association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA.
Abstract: Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.
298 citations
TL;DR: Key program elements that could contribute to successful physician mentoring are identified and future research might further clarify the use of these elements and employ standardized evaluation methods to determine the long-term effects of mentoring.
Abstract: PurposeMentoring is vital to professional development in the field of medicine, influencing career choice and faculty retention; thus, the authors reviewed mentoring programs for physicians and aimed to identify key components that contribute to these programs’ success.MethodThe authors searched the
TL;DR: In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices.
Abstract: Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
DOI•
07 Mar 2013
TL;DR: In this paper, a biology teacher's beliefs and attitudes about science, science learning, and science teaching influence virtually every aspect of her job, including lesson planning; teaching; assessment; interactions with peers, parents, and students; as well as her professional development and the ways she will implement reform.
Abstract: When Janice, a biology teacher, enters the classroom each day, her beliefs and attitudes about science, science learning, and science teaching influence virtually every
aspect of her job, including lesson planning; teaching; assessment; interactions with
peers, parents, and students; as well as her professional development and the ways
she will implement reform. Although this influence is not necessarily linear or obvious, attitudes and beliefs play significant roles in shaping teachers’ instructional
practices.
TL;DR: The hazards of social media in medicine are summarized and how changes in functionality on sites like Facebook may make these technologies less perilous for health professionals are explored.
Abstract: Health professionals have begun using social media to benefit patients, enhance professional networks, and advance understanding of individual and contextual factors influencing public health. However, discussion of the dangers of these technologies in medicine has overwhelmed consideration of positive applications. This article summarizes the hazards of social media in medicine and explores how changes in functionality on sites like Facebook may make these technologies less perilous for health professionals. Finally, it describes the most promising avenues through which professionals can use social media in medicine-improving patient communication, enhancing professional development, and contributing to public health research and service.
TL;DR: The Next Generation Science Standards will require large-scale professional development for all science teachers, and interventions that take a systemic approach to reform hold promise for improving PD effectiveness.
Abstract: The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students’ science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.
TL;DR: The adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011, was reported in this article. But the adoption was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology.
Abstract: This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.
TL;DR: This paper employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face, finding that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions.
Abstract: This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD research, is facilitated by the use of a common set of curriculum materials as the content for PD and subsequent teaching. Findings indicate that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions. We discuss implications for the delivery of teacher professional learning.
TL;DR: In this paper, the authors created and implemented a professional development program to address K-5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM and found significant and consistent increases in pre-to-postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM.
Abstract: Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.
TL;DR: The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) how is inclusive education defined in PD research? (b) How is PD for inclusion education studied? (c)How is teacher learning examined in PD The authors.
Abstract: We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. We recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.
Book•
19 Mar 2013
TL;DR: In this article, the authors present a case for the need for assessment in the science classroom and a framework for supporting student involvement in assessment in a large scale, external assessment system, and the current system and need for reform building an external standards-based Summative Assessment System Learning from current reform.
Abstract: EXECUTIVE SUMAMRY Organization of the Report AN INTRODUCTION TO ASSESSMENTIN THE SCIENCE CLASSROOM THE CASE FOR STRENGTHENING ASSESSMENT IN THE SCIENCE CLASSROOM A Framework for Formative Assessment The Teacher's Role The Student's Role The School's Role Assessment and High Standards Multiple Purposes of Assessment Key Points ASSESSMENT IN THE CLASSROOM Features of Formative Assessment Where Are You Trying to Go? Where Are You Now? How Can You Get There? The Equity Principle Validity and Reliability Key Points THE RELATIONSHIP BETWEEN FORAMTIVE AND SUMMATIVE ASSESSMENT-IN THE CLASSROOM AND BEYOND How Can Summative Assessment Serve the Standards? Forms of Summative Assessment in the Classroom Grading and Communicating Achievement Validity and Reliability in Summative Assessments Large-Scale, External Assessment-The Current System and Need for Reform Building an External Standards-Based Summative Assessment System Learning from Current Reform Key Points PROFESSIONAL DEVELOPMENT Features of Professional Development An Agenda for Assessment-Centered Professional Development Supporting Student Involvement in Assessment Key Points BEYOND THE CLASSROOM-SYSTEM-LEVEL SUPPORTS District and State Testing Policies Teachers' Voice in External Science Assessments District and School Level Higher Education Community and Parents Toward What End? REFERENCES INDEX
TL;DR: The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers.
Abstract: This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes...
TL;DR: Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently as mentioned in this paper.
Abstract: This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently. The analytical framework was based on the principles of inclusive pedagogy, which were linked to the core themes of Aberdeen University’s PGDE course. Its purpose was to provide a robust and coherent framework for documenting inclusive pedagogy in action. This study describes how the framework was developed and used with new teachers in order to further understanding of how reforms of initial teacher education can impact inclusive teaching and learning. The framework was initially designed in the context of...
TL;DR: This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning to identify gaps in research and to highlight opportunities for future research as the field of blendedLearning continues to grow.
Abstract: This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues to grow.
Book•
18 Oct 2013
TL;DR: The Change Laboratory as discussed by the authors is a method for formative intervention in work communities that supports this kind of organizational learning and is a path breaker in the area of work place learning due to its strong theoretical and research basis and the way that it integrates the change of organizational practices and individuals' learning.
Abstract: A new challenge of learning in work organizations—both in business and public administration—is to master entire life cycles of product, production and business concepts. Meeting this challenge calls—at all levels of the organization—for learning that expand the learners’ horizon and practical mastery from individual tasks up to the level of the whole system of the collective activity and its transformation. The Change Laboratory is a method for formative intervention in work communities that supports this kind of organizational learning. It is a path breaker in the area of work place learning due to its strong theoretical and research basis and the way that it integrates the change of organizational practices and individuals’ learning. It provides a way to develop practitioners’ transformative agency and capacity for creating and implementing new conceptual and practical tools for mastering their joint activity.
TL;DR: Gaps in knowledge, skills, and confidence were significant constraints, with near-universal support for including bibliometrics and particularly data management in professional education and continuing development programs and the study found that librarians need a multilayered understanding of the research environment.
Abstract: Developments in network technologies, scholarly communication, and national policy are challenging academic libraries to find new ways to engage with research communities in the economic downturn. Librarians are responding with service innovations in areas such as bibliometrics and research data management. Previous surveys have investigated research data support within North America and other research services globally with small samples. An online multiple-choice questionnaire was used to survey bibliometric and data support activities of 140 libraries in Australia, New Zealand, Ireland, and the United Kingdom, including current and planned services, target audiences, service constraints, and staff training needs. A majority of respondents offered or planned bibliometrics training, citation reports, and impact calculations but with significant differences between countries. Current levels of engagement in data management were lower than for bibliometrics, but a majority anticipated future involvement, especially in technology assistance, data deposit, and policy development. Initiatives were aimed at multiple constituencies, with university administrators being important clients and partners for bibliometric services. Gaps in knowledge, skills, and confidence were significant constraints, with near-universal support for including bibliometrics and particularly data management in professional education and continuing development programs. The study also found that librarians need a multilayered understanding of the research environment.
TL;DR: The Common Core State Standards offer the potential to improve college and career readiness, but that potential will be realized only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards.
Abstract: The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.
TL;DR: The authors reported the outcomes of a project in which teachers sought to develop their ability to use instructional practices associated with argumentation in the teaching of science, in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument.
Abstract: This article reports the outcomes of a project in which teachers’ sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague’s expertise across the curriculum for 11- to 16-yearold students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers’ practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students’ conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
Book•
01 Jan 2013TL;DR: The COACTIV Research Program on Teachers' Professional Competence highlights the importance of motivation as an aspect of professional Competence and research Findings on Teacher Enthusiasm and Individual Characteristics of Prospective Teachers.
Abstract: .- The COACTIV Model of Teachers' Professional Competence.- Teacher Education in Germany.- The Development of Teachers' Professional Competence.- The COACTIV Research Program: Methodological Framework.- The Model of Instructional Quality in COACTIV: A Multicriteria Analysis.- Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms.- Mathematics Teachers' Domain-Specific Professional Knowledge: Conceptualization and Test Construction in COACTIV.- The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement.- Teachers' General Pedagogical/Psychological Knowledge.- The Diagnostic Skills of Mathematics Teachers.- Mathematics Teachers' Beliefs.- Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm.- General Occupational Motivation and Self-Regulation.- Individual Characteristics of Prospective Teachers.- Learning at University.- Professional Development Across the Teaching Career.- The COACTIV Research Program On Teachers' Professional Competence: Summary and Discussion.- Publications from the COACTIV Research Program (April 2012).
TL;DR: In this paper, the authors examined the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being and found that mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion.
TL;DR: In this paper, the authors report on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity regarding the change in role from student to teacher, conflicts between desired and actual support given to students, and conflicting conceptions of learning to teach.
Abstract: This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity.