Professional development

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

Teacher Education and the Struggle for Social Justice

Abstract: Foreword, Michael W. Apple Preface Acknowledgements 1. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Personal Renewal and Social Reconstruction 6. Action Research in Teacher Education as a Force for Greater Social Justice 7. Beyond the Divide of Teacher Research and Academic Research 8. Connecting Genuine Teacher Development to the Struggle for Social Justice 9. Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools 10. Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education

Real-life problem solving : a collaborative approach to interdisciplinary learning

Abstract: Understanding the Research on Problem-Based Learning What Is Problem-Based Learning as Co-Development (PBL-CD) and What Are the Benefits? Planning and Implementing Problem-Based Learning as Co-Development Applying PBL-CD to Langugage, Arts and Humanities Applying PBL-CD to Science and Mathematics Applying PBL-CD to Projects Involving Multiple Schools.

Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development

Abstract: This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.

Understanding Teacher Education: Case Studies in the Professional Development of Beginning Teachers

Abstract: This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.