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: This article examined the role of teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors, and found that the curriculum implementation was strongly influenced by teachers' beliefs about teaching and learning and the presence of a supportive network at their school sites.
Abstract: Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, 1998; Powell & Anderson, 2002). This research examines the implementation of a reform-based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007
290 citations
Book•
02 Aug 1996
TL;DR: The second edition of this popular text, meets the continue and increasing demand of teachers to apply professional development techniques from other areas of work to their own profession.
Abstract: The second edition of this popular text, meets the continue and increasing demand of teachers to apply professional development techniques from other areas of work to their own profession.
289 citations
Book•
02 Feb 2001
TL;DR: In this paper, the authors discuss the importance of self-awareness and self-observation in professional development, and the paradox of the heart of the paradox in the process of professional development.
Abstract: 1. Why Bother with Professional Development? 2. Self-awareness and Self-observation: Cornerstones 3. Reflective Teaching: Looking Closely 4. Teaching Journals: Pieces of the Puzzle 5. Using Cases: Stories in the Air 6. Langauge Learning Experience: Role Reversal 7. Video: Seeing Ourselves as Others See Us 8. Action Research: In-class Investigations 9. Peer Observation: Someone Else"s Shoes 10. Team Teaching: Learning to Dance 11. Mentoring and Coaching: Helping Hands 12. Teaching Portfolios: Cogent Collages 13. Conclusion: The Heart of the Paradox
288 citations
23 Jul 2014
TL;DR: Learning in Landscapes of practice as discussed by the authors is an exploration of the future of professional development and higher education in higher education, which is grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice.
Abstract: If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education.
The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice.
Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements.
287 citations
TL;DR: The potential benefits ofevidence-based social work professional education and ongoing efforts of the George Warren Brown School of Social Work at Washington University to implement curriculum-wide changes supportive of evidence-based professional practice education are described.
Abstract: The scientific literature relevant to social work practice has grown expansively in recent years. Corollary developments, including the widespread availability of electronic bibliographic databases, improved indexing services, and increased acceptance of systematic reviews and evidence-based practice guidelines, have made research findings increasingly accessible to practitioners. For the first time in the history of the profession, social work educators are confronted with the challenges posed, and opportunities afforded, by this accumulating body of practice-relevant scientific information. Evidence-based practice is a new paradigm that promotes more effective social interventions by encouraging the conscientious, judicious, and explicit use of the best available scientific evidence in professional decision making. Pedagogically, evidence-based practice involves teaching students the values and skills they need to identify, critically appraise, and apply practice-relevant scientific evidence over the co...
287 citations