Teachers professional development

Inservice science teachers’ views of a professional development workshop

by Susan Ramlo

Ramlo, S. (2012).  Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts.  Teaching and Teacher Education, XXX(X), pp XX-XX.


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Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning... more Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences.

Tracing the Development of Pedagogical Reasoning in Teachers' Conversations

by Ilana Horn

Presented at annual meeting of the American Educational Research Association, Vancouver, BC. Co-authored with Britnie Kane.

Increasingly, school improvement efforts include teacher communities as part of their overall strategy, yet the... more Increasingly, school improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a situative perspective on learning, this paper examines the development of pedagogical reasoning in teachers’ collaborative conversations. In the context of a larger design experiment, which sought to improve high school mathematics instruction in a large urban school district, we analyzed 17 hours of videotaped meetings from Beginning, Emergent, and Sophisticated teacher workgroups comprised of 13 teachers. Focusing on the resources for learning in teachers’ pedagogical reasoning, we used quantitative and qualitative analyses to uncover differences in conversational processes and content across the three groups. In addition to differences in time spent engaged in collaborative problem solving, teaching principles –– propositions that serve as the foundation for pedagogical reasoning –– proved to be the distinguishing characteristic across the three groups. Not only did principles differentiate teachers’ stances on issues of practice, but they also operated differently in the process of conversation. We propose a model of teacher workgroup development that accounts for the differences in conversational process and content and consider its implications for theory and practice.

Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers' Workplace Interactions

by Ilana Horn

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers� Conversations

by Ilana Horn

Altun, E., Feyzioğlu, B, Demirdağ, B., Ateş, A. & Çobanoğlu, İ. (2010). Preservice computer teachers' views on developing chemistry software based on constructivist 7E model. Procedia - Social and Behavioral Sciences, 2(2), p. 2282-2286.

by Alev Ates Cobanoglu

Ateş, A. (2010). Mazhar Zorlu Teknik ve Endüstri Meslek Lisesi Öğretmen Eğitim Merkezi’nde Yürütülen Bir Mesleki Gelişim Programından İzlenimler. Öğrenen Lider E-dergisi. Sayı 01 / Bahar 2010. Web üzerinde: http://www.ogrenenlider.com/journal/article_show.aspx?article_id=67

by Alev Ates Cobanoglu

Bümen, N., Ateş, A., Çakar, E., Ural, G. ve Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler. Milli Eğitim. 41(194), 31-50.

by Alev Ates Cobanoglu

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Are teachers ready to engage the digital natives in 21st century learning? An Australian perspective.

by Dr Eva Dakich

Dakich, E., Cherednichenko, B., Vale, C., & Thalathoti, V. (2008). Are teachers ready to engage the digital natives in 21st century learning? An Australian perspective. IFIP 2008 Prague. Conference proceedings.

Factors Influencing Teachers' ICT Literacy: A Snapshot from Australia

by Dr Eva Dakich

Eva Dakich, Colleen Vale, Vijay Thalathoti, Victoria University, Australia; Brenda Cherednichenko, Edith Cowan University, Australia

This paper presents the findings of a survey that examined factors influencing teachers’ ICT literacy. The survey was... more This paper presents the findings of a survey that examined factors influencing teachers’ ICT literacy. The survey was part of a larger study exploring teachers’ readiness to transform their traditional role and engage primary school students in 21st century learning experiences. The survey was conducted with teachers from a simple random sample of 350 Victorian government primary schools in Australia. A recently developed framework of ICT literacy for primary school teachers was utilized to examine factors that influence the development of teachers’ skills and knowledge in integrating new technologies into student learning. In this paper the authors report on teachers’ perceptions about factors influencing the development of their ICT literacy and interpret the impact of independent variables such as age, gender, teaching experience, and teachers’ use of computers in the contemporary primary school. Drawing on the findings of the study they identify important leads for future professional development.

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

by Dr Eva Dakich

Dakich, E. (2009) Teachers’ Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools. In A. Tatnall and A, Jones (Eds.) Education and Technology for a Better World, IFIP Advances in Information and Communication Technology, Volume 302. ISBN 978-3-642-03114-4. Springer Berlin Heidelberg, 2009, p. 445

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about... more This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

http://www.springerlink.com/content/?k=doi:(10.1007/978-3-642-03115-1_47)

Towards the social practice of digital pedagogies

by Dr Eva Dakich

Dakich, E. (2008). Towards the social practice of digital pedagogies. In N.J.Yelland, G.Neal & E. Dakich (Eds.), Rethinking education with ICT: New directions for effective practices: Sense Publishers.

Teachers' ICT literacy in the contemporary primary classroom: Transposing the discourse

by Dr Eva Dakich

Dakich, E. (2005). Teachers’ ICT literacy in the contemporary primary classroom: Transposing the discourse. Paper presented as part of Symposium 65 SEN05771 Teacher learning in the ubiquitous ICT environment at the AARE 2005 Conference, Melbourne Australia

Current Juvenile Corrections Professional Development Practices and Future Directions

by Kristin Murphy

With Joe Gagnon, David Houchins

Personnel in juvenile corrections (JC) work with students who have challenging academic, behavioral, and mental health... more Personnel in juvenile corrections (JC) work with students who have challenging academic, behavioral, and mental health needs. The complexity of the JC setting requires personnel to be highly skilled in effective practices to meet the demands of their job. Unfortunately, juvenile correctional personnel are neglected as an important link in the school to prison pipeline
that can be used to redirect students away from further or repeated involvement in the court system. In this article, our purpose is to provide readers with information on the professional development (PD) needs of JC personnel. Student, teacher, and facility contextual considerations in JC are described. Then, specific JC PD knowledge, skills, and dispositions associated with student academic, behavior, and mental health needs are detailed. Finally,resources and future directions are offered.

Discursive enactment of power in Iranian high school EFL classrooms

by Faiz Sathi Abdullah

Co-authored with Kobra Hosseini; published in GEMA Online Journal of Language Studies, Volume 12(2), Special Section, May 2012, pp. 375-392.

Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical... more Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical theories of education. While critical pedagogy that espouses a problem-posing model of education has sought to promote a more equitable and dialogical teacher-student partnership and to transform the oppressive conditions of the ESL/EFL classroom, the claimed potential of the approach has had only limited success in practice. Drawing upon Fairclough’s approach to critical discourse analysis to make for a principled analysis of EFL classroom practice, this study investigated the discoursal features of unequal power relations in Iranian high school EFL classes. The data was collected via observation of two classrooms, one located in an urban area and the other in a semi-urban area of Iran. The analysis of the observation data, which included transcripts of classroom lessons as well as field notes, indicated that teachers played a disproportionately dominant role to the extent that the students were kept
apparently passive and powerless via a range of discursive strategies including maximizing teacher-controlled talking time, turn-taking, topic control, modes of meaning-construction, and elicitation strategies. The findings of this study are expected
to provide critical and emancipatory insights into ESL/EFL classroom practice and contribute to the transformation of its status quo.

Cultural shifts, multimodal representations, and assessment practices: A case study

by Jen Scott Curwood

Published in E-Learning and Digital Media

Multimodal texts involve the presence, absence, and co-occurrence of alphabetic text with visual, audio, tactile,... more Multimodal texts involve the presence, absence, and co-occurrence of alphabetic text with visual, audio, tactile, gestural, and spatial representations. This article explores how teachers' evaluation of students' multimodal work can be understood in terms of cognition and culture. When teachers apply a paradigm of assessment rooted in print-based culture to multimodal texts created with digital tools, they may fail to capture students' content learning and meaning-making processes that draw on diverse semiotic resources and involve multiple modes of representation.

Beyond your résumé: Getting noticed and getting in

by George Schaaff

Teacher Professional Development in Grades 3-5: Fostering Teachers’ and Students’ Content Knowledge in Science and Engineering

by Devayani Tirthali

Macalalag, A.Z., Lowes, S., Tirthali, D., McKay., M., & McGrath, E. (2010).  American Society for Engineering Education Annual Conference, Louisville, KY, June 2010.

Advancing Science and Engineering in Elementary Schools: Fostering Teachers’ Knowledge and Scientific Inquiry

by Devayani Tirthali

Augusto Z. Macalalag Jr., Stevens Institute of Technology
Susan Lowes, Columbia University
Karen Guo, Columbia University
Devayani Tirthali, Columbia University
Mercedes McKay, Stevens Institute of Technology
Elisabeth McGrath, Stevens Institute of Technology

BELIEFS OF MEMBERS OF AN ONLINE COMMUNITY OF PRACTICE ON THE EFFECTS OF MEMBERSHIP ON TEACHING AND PROFESSIONAL DEVELOPMENT

by Beyza Yilmaz

My MA thesis on online communities of practice

This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on... more This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members’ ideas about the group as an online CoP and benefits of belonging to an online CoP.
    The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding.
    The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings further revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members’ Web 2.0 use.
    The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.