Topic
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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TL;DR: In this article, a sociocultural theoretical framework was used to analyze how the structure and intended focus of collaborative activity can influence how often and how concretely teachers discuss their teaching with colleagues, and which aspects of schooling collaboration will address.
301 citations
TL;DR: The teacher professional development dimension of the MindMatters program is central to enhancing the role of schools in broad population mental health promotion and teachers need to be comfortable and confident in promoting and teaching for mental health.
Abstract: Objective: MindMatters is an innovative, national mental health promotion program which provides a framework for mental health promotion in Australian schools. Its objectives are to facilitate exemplary practice in the promotion of whole-school approaches to mental health promotion; develop mental health education resources, curriculum and professional development programs which are appropriate to a wide range of schools, students and learning areas; trial guidelines on mental health and suicide prevention and to encourage the development of partnerships between schools, parents, and community support agencies to promote the mental wellbeing of young people. Method: A team of academics and health education professionals, supported by a reference group of mental health experts, developed MindMatters. The program was piloted in 24 secondary schools, drawn from all educational systems and each State and Territory in Australia. The pilot program was amended and prepared for dissemination nationally. Results: The program provides a framework for mental health promotion in widely differing school settings. The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion. Conclusions: Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.
301 citations
Book•
01 Jan 2002
TL;DR: The third edition of Nieto's book as discussed by the authors explores how language and culture are connected to teaching and learning in educational settings; examines the sociocultural and sociopolitical contexts of language and cultures to understand how these contexts may affect student learning and achievement; analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; encourages practicing and preservice teachers to reflect critically on their classroom practices; and motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms,
Abstract: Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context.
Language, Culture, and Teaching
• explores how language and culture are connected to teaching and learning in educational settings;
• examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement;
• analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity;
• encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and
• motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society.
Changes in the Third Edition:
This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.
301 citations
TL;DR: Work-based learning is a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum as discussed by the authors, and the evidence indicates that well-designed work-based programs are both effective and robust.
Abstract: Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as work-based learning. Recent examination of practice and literature indicates a growing sophistication in the way that work-based learning is being theorised and facilitated in higher education, with its gradual emergence as a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum. Tensions continue to exist between the demands and opportunities provided by the workplace and the need to develop capable practice, support personal development and maintain academic validity; however, universities are beginning to engage with these issues at a deeper level than that suggested by simple notions of employer engagement and skills development, and the evidence indicates that well-designed work-based programmes are both effective and robust.
301 citations
TL;DR: In this article, a review of existing theoretical frameworks and methodological approaches, the main characteristics and practices of online communities and networks, as well as their principal repercussions in teacher professional development is presented.
300 citations