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"Professional Development"
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Learning teaching from experience : multiple perspectives and international contexts
\"Draws on international research to addresses the current key question in teacher education policy and practice: what and how do teachers learn from experience?\"-- Provided by publisher.
Book
Best Practices in Teachers’ Professional Development in the United States
This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.
Journal Article
Shifting digital, shifting context
This paper is in response to the manuscript entitled, “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review” (Philipsen et al. in Educ Technol Res Dev 67:1145–1174, 2019) from a research perspective. The impact of this study is that it resulted in a guiding framework for teacher professional development (TPD) for online and blended learning (OBL). The basis of this study may be applied to explore the quick shift to digital teaching and learning amidst the COVID-19 pandemic. A potential limitation of the resulting framework in this study is that TPD for OBL needs may currently differ, as teachers are experiencing appreciably different learning and performance contexts related to the mandated shift in professional practice to address continuity of instruction. The application of the methodology in this study combined with quick response research approaches (Quarantelli, in: Stallings (ed) Methods of disaster research, Philadelphia, Xlibris, 2002) could potentially extend the Philipsen et al. (Educ Technol Res Dev 67:1145–1174, 2019) TPD framework to address educator preparation for successful professional practice in online and blended environments in times of crisis.
Journal Article
Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers' ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers' facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.
Journal Article
Readings for reflective teaching in early education
\"Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings, drawing together seminal extracts and contemporary literature, to support both initial study and extended career-long professionalism for early years practitioners. Classical readings are clearly marked out with their status explained and contemporary material has been selected to highlight and explore current issues\"-- Provided by publisher.
Book
Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives
Feelings of shock, a difficult professional socialization process and unrealistic expectations create a challenging career entry phase for teachers. Too many newly qualified teachers feel stressed and leave the profession early, leading to a lingering teacher shortage. Much research in the field and many well-meant support interventions follow a deficit perspective and overlook newly qualified teachers’ potential for school development. This study aimed to better understand how school principals, a crucial but comparatively under-researched stakeholder group, characterize newly qualified teachers’ competences. Q methodology was selected to holistically study the views of 24 principals of compulsory schools in Southern Sweden without imposing any potentially deficit-oriented categories. Following standard protocol and enriched with interviews, four distinct factors were identified and qualitatively interpreted. Results show that newly qualified teachers are perceived as confident and well-prepared concerning pedagogical and didactical aspects of their profession. Regarding the use of digital tools, they are regarded as assets for school development, while diversity management and relationship-building emerged as areas of improvement. Based on our findings, we argue for more practical elements during campus-based pre-service teacher education and an intensified focus on reflective teacher identity development. Teachers’ career entry phase should be treated as a specific area of in-service teachers’ professional development at teacher education institutions, where a strengthened cooperation with employing schools will be particularly important. We expect these adaptations to enhance the effectiveness and efficiency of support matters and provide future avenues that acknowledge newly qualified teachers’ expertise.
Journal Article
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years.
Journal Article