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Professional development

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


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Book
01 Dec 1995
TL;DR: This article proposed a model of teacher development as social, personal and professional development, based on the findings of a three year New Zealand research project, which investigated the teacher development of some teachers of science working to: implement the findings from the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning.
Abstract: This text proposes a model of teacher development as social, personal and professional development, and is based on the findings of a three year New Zealand research project. The project investigated the teacher development of some teachers of science working to: implement the findings of the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning. The factors that helped teacher development are discussed as is a view of learning to underpin teacher development. This book is intended to be of interest to teachers, teacher educators, teacher developers, school managers and policy makers working in all curriculum areas.

397 citations

Journal ArticleDOI
TL;DR: The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers' implementation of evidence-based practices, and identified a total of 13 studies from the 20 years of literature they searched.
Abstract: The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices They identified a total of 13 studies from the 20 years of literature they searched In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement The authors offer suggestions for future research and practice related to preservice and in-service teacher training

395 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that professional development programs aimed at the development of teachers' pedagogical content knowledge 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.
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.

394 citations

Journal Article
TL;DR: Fink and Resnick as mentioned in this paper discuss how the district develops and sustains a culture of learning among its principals while maintaining a strong sense of accountability for student achievement in Community School District 2 in New York City.
Abstract: Over an 11-year period, Community School District 2 in New York City amassed a strong record of successful school improvement in a diverse urban setting. In this article, Ms. Fink and Ms. Resnick discuss how the district develops and sustains a culture of learning among its principals while maintaining a strong sense of accountability for student achievement. THE IDEA that principals should serve as instructional leaders, not just as generic managers, is widely subscribed to among educators. In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers. They may arrange time for teachers' meetings and professional development, but they rarely provide intellectual leadership for growth in teaching skill. This situation will not surprise anyone familiar with the structure of school districts or with the career opportunities available to educators who wish to expand their responsibilities beyond the classroom. School districts are typically bifurcated organizations. There is usually an administrative "line" organization that runs from the superintendent and deputies to principals (perhaps mediated by area or regional superintendents) and thence to teachers. Separate from this line, except that both report to the superintendent, there is usually a "school support" or a "curriculum and professional development" division of the organization. This is where those in charge of the district's programs of curriculum, assessment, and professional development reside. Also housed here are special programs of various kinds, ranging from government-supported and -mandated programs - such as Title I, bilingual education, and special education - to foundation- supported initiatives and community programs. In large districts, still another branch of the organization is often responsible for operations, including personnel, finance and budgeting, and legal and public information functions. Relations among the branches of the school district are often strained. Those in the administrative line are, in theory, accountable for student achievement, but various individuals in the school-support branch may, at least nominally, control curriculum and programming choices. And the operations branch is likely to place limits on hiring and spending. Movements toward site-based management have been designed to put more real control over these matters in the hands of school leaders. But the simultaneous growth of mandated parent and community participation in school governance and the pressure for teachers' professional autonomy are often perceived by principals as severely limiting the space within which their professional leadership can be exercised. The bifurcated (or trifurcated) structure of school districts has meant that educators seeking career opportunities beyond the classroom have to make choices. They can choose an administrative ("line") track or a curriculum/instruction/professional development ("school support") track, but they cannot choose both. Those who enter the administrative track, typically by becoming assistant principals in the first instance, grow more and more distant from issues of instruction and learning. At the same time, those in the school-support track are apt to become less familiar with the details and demands of day-to-day school practice. The people who choose the administrative track are de facto choosing to deemphasize teaching and learning in their careers. Training programs for principals reinforce this emphasis by focusing primary attention on a myriad of administrative competencies and devoting attention to questions of learning, curriculum, and professional development. …

394 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,529
20223,496
20213,449
20204,267
20194,150
20183,947