Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.

Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change

Abstract: The focus of this research was to better understand the change processes necessary for university science teaching reform to be successful. The professional development processes involved faculty cognitive perceptions of learning, teaching skills, and pedagogical knowledge, as well as faculty culture in teaching science courses. A series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms. A review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty. Faculty participants in the program from 30 institutions were selected to be involved in the study. Ethnographic and case study approaches were used to collect and analyze data. Many faculty members encountered in this study had conceptions of the change process that inhibited successful action. These research efforts provide a predictive model for assisting faculty change and help determine which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms.

Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development

Abstract: Using data drawn from 22 students enrolled in a year-long teacher certification program, the authors explore the analysis of personal teaching metaphors as a means for facilitating the professional development of beginning teachers. Strengths and weaknesses of the approach are identified, and implications for the practice of teacher education discussed.

Reflection, the way to professional development?

Abstract: Background. Many studies have focused on reflection and the advantages that can be gained from the practice of reflection among Registered Nurses (RNs) but, what are the implications of the nurses' ...

Learning from Collaboration: The Role of Teacher Qualities:

Abstract: In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with disabilities. Although sustainability studies suggest that teachers benefit from such collaboration, evidence also demonstrates that they profit differently. This study examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not. Findings revealed differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction, as well as differences in ability to reflect on and adapt instruction. Implications for improving professional collaboration in schools are provided.

Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?

Abstract: The purpose of this study was to examine reasons for teacher participation in online communities of K–12 teachers. The authors interviewed 23 teachers from three self generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie. In conclusion, the findings imply that when designing teacher professional development programs, more emphasis needs to be placed on teachers’ emotional sharing and promotion of self-esteem.