The Tennessee Early Childhood Training Alliance (TECTA) has operated for more than 25 years with the purpose of training and educating the Tennessee early childhood workforce. TECTA has removed ...barriers to postsecondary educational attainment for its students by specifically addressing issues of locality and affordability. This paper provides an explicit look at the factors and processes behind these promising practices for Tennessee’s early childhood workforce.
“The 242nd ECS Meeting takes place in Atlanta, Georgia, from October 9 to October 13, 2022, at the Hilton Atlanta. This international conference brings together scientists, engineers, and researchers ...from academia, industry, and government laboratories to share results and discuss issues on related topics through a variety of formats, such as oral presentations, poster sessions, panel discussions, tutorial sessions, short courses, professional development workshops, a career fair, and exhibits. The unique blend of electrochemical and solid state science and technology at an ECS meeting provides an opportunity and forum to learn and exchange information on the latest scientific and technical developments in a variety of interdisciplinary areas.”
notes from the president Brown, Rebecca
Canadian music educator,
01/2022, Letnik:
63, Številka:
2
Journal Article
Recenzirano
Health mandates and rules vary across the country, but I see the strength and creativity in each and every one of you! The CMEA/ACME is here to support you all in networking, sharing teaching ...strategies and ideas, and advocating for the importance of what we do in our classrooms everyday. Gardez un œil sur notre nouveau site web et sur nos médias sociaux pour rester informés des prochaines occasions de développement professionnel pour le reste de l'année scolaire.
Les études antérieures indiquent que l’appartenance à une communauté en ligne d’enseignants favorise le développement professionnel et que les effets dépendent de l’intensité et de la nature de ...l’engagement des participants. Nous interrogeons seize membres très actifs de l’association Twictée et nous montrons que la participation à ce collectif a des effets revendiqués par les enseignants sur l’identité professionnelle et sur les pratiques mais que le modèle de co-formation par les pairs, revendiqué par l’association, n’est pas encore pleinement opératoire.
Twictée: professional development and identity effects in a connected network of teachers
. Previous studies indicate that belonging to an online community of teachers fosters professional development and that the effects depend on the intensity and nature of participants’ engagement. We interviewed sixteen very active members of the Twictée association and we show that participation in this collective has effects, claimed by teachers, on professional identity and on practices but that the model of peer-to-peer training claimed by the association, is not yet fully operational.
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.
•We examine teacher leaders’ facilitation of a mathematics PD model.•Teacher leaders’ workshops closely matched the intentions of the PD model.•Workshops were successful with respect to culture and ...selecting video clips.•Workshops were less successful in fostering aspects of teacher’ knowledge.•We propose the construct “mathematical knowledge for professional development”.
This paper reports on novice teacher leaders’ efforts to enact mathematics PD through an analysis of their facilitation in workshops conducted at their schools. We consider the extent to which teacher leaders facilitated the Problem-Solving Cycle model of PD with integrity to its key characteristics. We examine the characteristics they enacted particularly well and those that were the most problematic to enact. Facilitators were generally successful with respect to workshop culture and selecting video clips for use in the PD workshops. They had more difficulty supporting discussions to foster aspects of mathematics teachers’ specialized content knowledge and pedagogical content knowledge. We suggest a number of activities that may help to better prepare novice PD leaders to hold effective workshops. Furthermore, we conjecture that leaders of mathematics PD draw from a construct we have labeled Mathematical Knowledge for Professional Development (MKPD), and we posit some domains that may comprise this construct.
Abstract
Physics teachers’ training and professional development play a crucial role in preparing schools for the countless challenges they face. One of the central issues in the preparation of ...teachers is to provide them with tools, strategies, and methods to be able to build bridges between school and society, particularly to find fruitful links between formal, non-formal, and informal teaching, starting from primary school. In this paper, we report on some discussions developed during the Malta 2020 webinar by the Work Group 4 (WG4) participants, together with some questions and answers that emerged.
The Prognostics and Health Management Society has as one its principles the advancement of PHM as an engineering discipline. A key factor in this advancement would be helping PHM practitioners to be ...life-long learners and professionals. The following professional organizations are surveyed to compile best practices in the domain of Continuing Professional Development (CPD): Professional Engineers and Geoscientists, Medical Doctors, Lawyers, Vibration Specialists and Aircraft Mechanics. Key aspects of these systems are compiled covering accepted activities, requirements and features relevant to the PHM domain. A proposed PHM CPD Guideline is presented for discussion. The framework includes a PHM CPD Basis for Recognition, Recommended PHM CPD Activity Types, Quantitative Goals, and Guidelines for Use. In addition, several issues are presented that should be addressed if and when such a system is considered. A way forward is proposed to include evaluation by the PHM Society in a workshop at the Annual Conference of the PHM Society.
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