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.
Coaching and Professional Learning Morgan, Denise N.; Bates, Celeste C.; Aker, Lisa D. ...
The Reading teacher,
November/December 2019, Letnik:
73, Številka:
3
Journal Article
Recenzirano
Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development ...settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.
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