Related Papers
" An Analysis of High School Teachers' Perceptions of Professional Development "
Michael J. Fama
Abstract This case study explored teachers’ perceptions of professional development at one downstate New York high school. The participants in this study included fifteen (15) high school teachers of varied areas of instruction. The data collection methods included focus groups, individual interviews, and document analysis. Three research questions guide this case study: What are high school teachers’ experiences with professional development? How do high school teachers perceive their professional development experiences influence their practice? How do high school teachers’ experiences vary by self-selected versus district mandated professional development? Three major findings of this case study emerged. First, participants’ experiences with professional development varied in structure. Traditional and reform contexts occurred with no preference by participants. Second, these teachers’ perceptions of the characteristics of effective professional development included collaboration, active learning experiences, and coherence to local, state, and federal mandates. Lastly, the respondents expressed perceived barriers they faced in experiencing effective professional development. These obstacles included the quality of presentation, sustainability of the activities experienced, and finally, the resources expended, financial and others, in realizing professional development opportunities. Discussion occurs regarding the implications of these findings to the field of education.
Teacher Experience, Learning, and Change: An Investigation of the Effects of Long-Term Professional Development
2012 •
Kara Coffino
The Connection Between Professional Development and Teacher Growth
2020 •
Melody Person
Teachers spend hours each year attending professional development designed to further their professional growth and ultimately provide richer learning opportunities for their students. But how effective is that professional development? This dissertation explored teachers’ motivation for continuing their professional growth while determining what type of professional development teachers found inspiring. It also probed how often professional development learning was carried over into the classroom. The research was completed at a small high school in northern Colorado. Of the 53 non-probationary teachers surveyed to begin the research, three teachers were chosen for interviews. Two focus groups were conducted that consisted of three teachers, also chosen from the survey, in each group. Teachers representing various years of experience provided a broad scope of information by which to identify generalities applicable to secondary teachers. The study indicated the majority of teachers...
Professional Development and Teacher Learning: Mapping the Terrain Author(s): Hilda Borko Reviewed work(s): Source: Educational Researcher
Đậu Duy Lịch
We Always Want to Get Better": Teachers' Voices on Professional Development
2015 •
Carla Finkelstein
Gláuks - Revista de Letras e Artes
Challenges in school-based teacher professional development
Juliano Camillo
Teacher education has a long tradition of prescriptive curriculum-based and skills-centered models that convey simplistic conceptualisations of teacher learning. Only recently, this trend has shifted towards promoting teachers' agency in their own professional development. In this work, we reflected on the challenges faced ?while building one partnership based on teachers' inquiry during and over the pandemic. The intervention was targeted to promote classroom dialogue and should have employed the use of video recordings to capture and analyze teachers' practice. The main point addressed here was the teachers' tacit rejection of the video recording and the building of a new tool. Moreover, the cordial culture among teachers and researchers did not offer space for critical reflection on practice. Overall, despite the school leadership being willing and committed to the ?programme, the implementation revealed how the schooling system does not value or ?create condition...
What Shapes Teachers’ Professional Development
Amy B. Hollingsworth
Studies of teachers’ professional development have identified phases or sequences that teachers go through in the course of their careers. Some of the commonly identified phases are an initial survival and exploration phase, a stabilization phase if the experience in the previous phase is positive, or a phase of self-doubt if the experience is negative, an experimentation and diversification phase in which they are highly motivated to try out new ideas and increase their impact inside as well as beyond the classroom, a phase of reassessment if they are disappointed with the outcome, and a phase of serenity in which teachers come to terms with themselves. These phases of development, however, are not linear. Teachers move in and out of phases because of a number of factors such as personal experiences, social environment and organizational influences. This chapter reports on a case study of one ESL teacher and the factors and sources of influence that have shaped her professional development. It discusses the implications of the findings for teacher education.
Revista Electrónica Educare
Teacher Professional Development: Perspectives from a Research Experience with Teachers
Felipe Sepulveda
Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. Analysis of Results. The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacit...
Cogent Education
Teachers’ professional development in school: A review study
May Britt Postholm
Journal of Inquiry and Action in Education
Professional Development in Urban Schools: What Do the Teachers Say?
2015 •
tanya green
