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Designing Professional Development For Teachers of Science and Mathematics
... The complexity of professional development of teachers has been wellrecognised and described by several studies (e.g. Prediger, 2020;Prediger et al., 2019;Krainer, 2014;Opfer & Pedder, 2011;Loucks-Horsley et al., 2010). For example, Loucks-Horsley et al. (2010) emphasise that the process of professional learning includes five interconnected phases: goal setting, planning, execution, review of results, and reflection on the entire process. ...
... Prediger, 2020;Prediger et al., 2019;Krainer, 2014;Opfer & Pedder, 2011;Loucks-Horsley et al., 2010). For example, Loucks-Horsley et al. (2010) emphasise that the process of professional learning includes five interconnected phases: goal setting, planning, execution, review of results, and reflection on the entire process. Specifically, from a Krainer (2014) conceptualised the complexity of professional learning in relation to the scale of Professional Development Programs (PDPs), in terms of the number of participants, institutions or communities involved in the PDPs. ...
... 3.1, the setting and its components are contextualised in the cultural environments in which they are embedded (Lave, 1988). The implementations of a collaborative setting are the result of a process that involves three interconnected phases: setting goals, planning and execution (in the sense of Loucks-Horsley et al., 2010). Once the goals are agreed upon, as reported in Sect. ...
This chapter synthesizes a comprehensive analysis of the papers included in Theme B of ICMI Study 25 as well as the information collected during the meeting in Lisbon. The focus of all the documents is on the forms and outcomes of mathematics teacher collaborations implemented in different contexts. The chapter elucidates the relationship between the forms of collaborative settings and their effects on the outcomes of collaboration related to teacher or student learning. We acknowledge the challenge of studying collaborative works due to its complexity and the highly contextualized aspect of the scenarios created and the results achieved. In spite of that, we provide answers to the questions proposed for Theme B, and also discuss about the need to move forward with future research on new emerging issues.
... Learning cultures can profoundly affect students and teachers' motivation to engage in continuous professional development and implementing learning (O'Regan et al., 2022). Without a supportive culture, teacher learning is likely to have a short-lived impact on how teachers implement the new knowledge and skills into their practice (Loucks-Horsley et al., 2009). A lack of a supportive culture within an organisation can do more than just impede growth but can inflict negative experiences for all. ...
... A lack of a supportive culture within an organisation can do more than just impede growth but can inflict negative experiences for all. Educational organisations which allow teachers to keep to themselves and remain unchallenged in their practices and beliefs can lead to teachers who feel frustrated and resentful (Loucks-Horsley et al., 2009;Sullivan et al., 2022). Ensuring teachers have communication and collaboration skills, respect for one another, and the ability to have professional discourse is necessary for a supportive learning culture (Loucks-Horsley et al., 2009). ...
... Educational organisations which allow teachers to keep to themselves and remain unchallenged in their practices and beliefs can lead to teachers who feel frustrated and resentful (Loucks-Horsley et al., 2009;Sullivan et al., 2022). Ensuring teachers have communication and collaboration skills, respect for one another, and the ability to have professional discourse is necessary for a supportive learning culture (Loucks-Horsley et al., 2009). Building positive relationships that offer teachers constructive feedback and praise can affect teachers' self-efficacy, as indicated in the TALIS survey (OECD, 2010). ...
The COVID-19 pandemic has resulted in the educational sector as a whole reflecting on traditional models of education, particularly in the context of inclusive and flexible approaches that can enable the sector to become more resilient to crisis. One of the main enablers to supporting resilience is digital learning. Aligned with this, educational leaders must lead in the digital transformation of their environment, have the necessary awareness of the infrastructure and associated digital competencies. Traditional models of leadership are concerned with leading conventional educational systems and models that are concerned with physical learning environments and governance. Few studies consider how to support educational leaders to become digital leaders. As a result this paper explores digital educational leadership and presents the theoretical and the critical importance of learning culture and transformational learning. By situating the concept of digital leadership in theory the paper presents a conceptual model for educational leaders to apply within their educational contexts in order to support digital transformation. The ontology is one based in structural realism with three interweaving components at an individual level, educational/organisational level and at a cross-sectoral/ inter-institutional level. The paper’s central contribution presents and formulates a theoretical framework enabling a fundamental reconceptualization for digital educational leaders’ professional development and enactment of policy.
... Following the literature review, a professional development model for teachers was drafted by the researchers (Bell & Bolam, 2010;Cohen & Hill, 1998;Darling-Hammond & Richardson, 2009;Kennedy, 2007Kennedy, , 2014Loucks-Horsley et al., 1998;Supovitz & Turner, 2000). The most important point of the model shown in Figure 1 is the scaffolding-based support, which was generously provided at the beginning, decreased gradually, and then ceased. ...
... Through the process, however, because teachers saw that they could manage the application and that it affected students positively, their interest, attitude, motivation, and self-confidence levels increased. Studies have demonstrated that student reactions play an important role in teachers' adopting a method (Gess-Newsome et al., 2019;Guskey, 2002;Loucks-Horsley et al., 1998). Borg (2011) observed a differentiation rather than a change in teachers' beliefs following eightweek in-service training conducted with English teachers because beliefs about teaching are considered as subjective and difficult to measure and can only be assessed with the expressions of individuals. ...
... Taking into consideration the weekly 3-hour lessons and 1-hour preparation and evaluation, an approximately 80-hour application was conducted with teachers. Change was embraced as late as weeks 19 and 20, which confirms that at least 80 hours of application are required for professional development programs to lead to change (Cohen & Hill, 1998;Loucks-Horsley et al., 1998;Supovitz & Turner, 2000). Although all three teachers preferred the chain pattern during reinforcement, Ceren still used the triadic pattern as well. ...
... Kembel (1997) identifies teacher-centred styles as content-oriented approaches that focus on imparting and transmitting structured knowledge and student-centred styles as learning-oriented approaches that facilitate understanding and promote intellectual development. Student-centred approaches place the emphasis on collaboration, active participation and construction of knowledge as opposed to passive absorption of information by the students (Conti 1985;Little 1993;Schaefer and Zygmont 2003;Carl 2008;Loucks-Horsley et al. 2010). ...
... Secondly, the teaching style that educators adopt influences the learning environment, which in turn determines the achievement of student teachers (Kuchinskas 1979;Schaefer and Zygmont 2003). Finally, there is a direct relationship between the way student teachers are taught and the way they would teach when they are deployed in schools (Lieberman 1995;Stigler and Hiebert 1999;Darling-Hammond 2006;Loucks-Horsley et al. 2010). This article is guided by the premise that if teacher educators use student-centred teaching styles in their classroom, the student teachers will use the same teaching strategy when they are appointed as teachers. ...
... Firstly, the teaching style of teacher educators is influenced by the teaching culture that they were exposed to when they were students. Several studies indicate that teachers tend to use the methods their teachers used when they were students (Lieberman 1995;Stigler and Hiebert 1999;Darling-Hammond 2006;Loucks-Horsley et al. 2010). As teacher-centred approaches are dominant, students depend heavily on teachers and consider the teachers' notes and handouts as the definitive source of knowledge. ...
Contents Enhancing the Digital Transformation of African Universities: COVID-19 as AcceleratorPaul Tiyambe Zeleza & Paul Mzee Okanda............................. 1 Competencies and Proficiencies in Special Education: The Case of Ethiopian UniversitiesWorkneh E. Woldehana & Damtew Teferra......................29 Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred?Ali Suleman Abdella & Aslam Fataar.............................45 Comparing Pedagogy in Kenya’s Public Universities: The Roles of University ManagersSusan M. Kilonzo, Kennedy Onkware, Pamella A. Oloo & Simon G. Omare.............................63 Information Communication Technology (ICT) Utilisation and Associated Barriers in Teaching among Middle-level Academics in Nigerian UniversitiesJohn Lekan Oyefara, Pius Adejoh, Waziri B. Adisa, Khadeejah A. Abdulsalam & Tunde Alabi ......................95 Les imaginaires populaires de la femme âgée face aux accusations de sorcellerie en République Centrafricaine : une perspective genréeNarcisse Landry Kevis Kossi.........................121 Politique de financement et gouvernance des universités publiques Sénégalaises : vers un nouveau paradigme ?Melyan Mendy..................................141 Existe-t-il un effet genre dans les performances académiques des étudiants dans les facultés des sciences économiques et de gestion au Cameroun ? Cas de la FSEG de l’Université de Yaoundé IIEtienne Atala.......................................171
... It is important to develop these simple definitions to include the essential elements emphasized in the literature. Studies have shown that it is possible to ensure this development with comprehensive training that is continuous, and enriched with practical experiences (Capps and Crawford, 2013b;Loucks-Horsley et al., 2003;Özer and Sarıbaş, 2023;Plevyak, 2007;Windschitl, 2003). However, it was observed that these studies were mostly aimed at secondary and high school science teachers and preservice teachers (Capps and Crawford, 2013b;Loucks-Horsley et al., 2003;Özer and Sarıbaş, 2023;Windschitl, 2003). ...
... Studies have shown that it is possible to ensure this development with comprehensive training that is continuous, and enriched with practical experiences (Capps and Crawford, 2013b;Loucks-Horsley et al., 2003;Özer and Sarıbaş, 2023;Plevyak, 2007;Windschitl, 2003). However, it was observed that these studies were mostly aimed at secondary and high school science teachers and preservice teachers (Capps and Crawford, 2013b;Loucks-Horsley et al., 2003;Özer and Sarıbaş, 2023;Windschitl, 2003). However, there are limited studies on preschool teachers or preservice teachers (Plevyak, 2007). ...
Bu araştırmada okul öncesi öğretmen adaylarının sorgulayıcı öğretim ile ilgili verilen eğitim ve uygulama deneyimleri sonucunda tanımlarında bir değişim olup olmadığı ve eğer varsa değişimin düzey olarak yönü ve içerik olarak anlamlı olup olmadığı incelenmiştir. Araştırmada karma desen benimsenip, söylem analizi ve içerik analizi yöntemleri birlikte kullanılmıştır. Araştırmaya bir devlet üniversitesinde okul öncesi öğretmenliği lisans programında dördüncü sınıfta öğrenim gören 56 okul öncesi öğretmen adayı katılmıştır. Bulgular, okul öncesi öğretmen adaylarının sorgulayıcı öğretim tanımlarının düzeylerinde olumlu bir değişime işaret etmekte ve içerik bakımından bazı öğelere önem verildiğini göstermektedir. Eğitim ve uygulama sonrası gelişmiş düzeyde tanım yapan öğretmen adayı oranının %5,4’ten %60,7’ye yükseldiği gözlemlenmiştir. Tanımların içeriği incelendiğinde araştırma yapma, hipotez oluşturma ve test etme, veri toplama ve kanıtları değerlendirme ögelerinde anlamlı bir değişim gözlemlenirken, ön bilgi, soru sorma, verileri yorumlama, üst düzey düşünme ve iletişim ögelerinde anlamlı bir değişim gözlemlenmemiştir. Bulgular, alan yazın ve olası gerekçeler bağlamında öğretmen eğitimine etkileri açısından tartışılmıştır.
... Therefore, to impact curriculum and pedagogical selections, interventions are needed that positively impact teacher attitudes and confidence surrounding topics perceived as contentious. Effective professional development is a fundamental supporting tool in science education (Loucks-Horsley 2003) that has become more necessary since implementing the Next Generation Science Standards (2013). Although there are limited studies on evolution-specific professional learning opportunities for K-12 teachers, the research suggests that lasting, large-scale effects on teaching practices and confidence are possible through effective professional learning for teachers (Ha et al. 2015;Schrein et al. 2009). ...
... The connection between field science and classroom learning ties directly to the nature of science (NOS) which also circles back to addressing misconceptions and engaging students in scientific thinking and process skills ; Bartos and Lederman 2014;Bayer and Luberda 2016;NGSS 2013). Finally, teachers are strongly aware of the importance of professional development in their growth and efficacy as educators (Loucks-Horsley 2003) and benefit strongly from modeling, whether that be processes of science, acknowledging controversy, or engaging with new information (Bertka et al. 2019;Ha et al. 2015;Schrein et al. 2009;Pobiner 2016). ...
Background
Human evolution is a topic that is largely excluded from K-12 classrooms for a variety of reasons, including the inability, unwillingness, or lack of preparedness of educators to teach a topic that has been seen as controversial. This study explored how engagement in professional development infused with 3D printing and ways of knowing discussion influenced science teachers' self-efficacy for teaching human evolution. The professional development opportunity was designed to empower teachers and provide them with the tools necessary to incorporate human evolution into their curriculum. During this workshop, participants learned about paleontology and human origins, spoke with professional paleoanthropologists, discussed implementation strategies with evolution educators, and developed lesson plans centered around human evolution. To explore the role of this professional development on teachers’ self-efficacy and perceptions of the teaching of evolution, we used a previously validated survey that was employed in the pre-test and post-test format and semi-structured focus group interviews.
Results
The results of this study indicate that the workshop positively impacted teacher perceptions of the teaching of evolution with significant improvements on two of the three tested factors and the third factor almost reaching significance.
Conclusions
Our data demonstrate that a three-day workshop can successfully impact teachers' perception dof the teaching of evolution and, in turn, increase the implementation of human evolution in K-12 classrooms. By specifically structuring the workshop content in a way that addressed many of the previously indicated obstacles in teaching evolution, we were able to positively impact educators and provide them with the information and tools necessary to add human evolution into their curricula.
... En este contexto, se ha destacado la importancia de un DPD continuo y sostenible que respalde una comunidad de aprendices, adaptándose a las necesidades a lo largo de la carrera profesional (Loucks-Horsley et al., 2010). Se recomienda diseñar oportunidades de DPD que respondan específicamente a las necesidades identificadas de los docentes. ...
... Estas limitaciones, compartidas a nivel regional, resaltan la necesidad de un enfoque renovado. En este contexto, comprender las inquietudes de los docentes puede orientar la elección de estrategias para el desarrollo profesional y ofrecer información valiosa sobre cómo abordar de manera efectiva sus necesidades y preocupaciones a lo largo del proceso de cambio (Loucks-Horsley et al., 2010). ...
El desarrollo profesional docente tiene un papel fundamental en la mejora educativa, especialmente en su modalidad en línea (DPL), debido a su escalabilidad. A pesar de la creciente cantidad de DPL, pocos han sido evaluados empíricamente. Un grupo de 52 docentes de primaria participó en DPL de 152 horas y 4 meses, con un enfoque en prácticas basadas en evidencia en educación (PBEE) para la alfabetización. Se analizó cómo transitan el aprendizaje en línea y qué aprendizajes perciben y destacan a partir de su participación. El 84.6 % de los participantes no residían en la misma ciudad que la universidad responsable del programa, y el 75 % trabajaba en instituciones públicas. Se utilizó un enfoque de investigación mixta. Se recopilaron datos cuantitativos sobre la actividad en la plataforma Moodle y los resultados de las tareas. También se obtuvo información cualitativa a través de 7 entrevistas semiestructuradas y 2 grupos focales. El 98 % de los participantes completaron con éxito el DPL. Mostraron preferencia por actividades que implicaban evaluación formativa. Valoraron los aprendizajes relacionados con actividades prácticas de alfabetización y la enseñanza explícita del vocabulario. Aunque no refieren a contenidos teóricos sobre PBEE, señalaron que adquirieron respaldo en la evidencia para justificar sus prácticas. Los resultados sugieren que los DPL pueden ser efectivos si se contextualizan en la práctica docente, incorporan evidencia científica y utilizan formatos amigables, asequibles y accesibles.
... Currently, there is far more literature on PL in science than in engineering education (Loucks-Horsley et al., 2010). Standards for PL in science (Council of Chief State Science Supervisors, 2015) emphasize that teachers need to ask students to explain their thinking, analyze those explanations, and use them to inform their instructional design -emphases that should result in student and teacher sensemaking and more impactful formative design. ...
... Several states have protocols for the practice, though the state in which the PL took place does not. While teachers could do this individually, engaging in this practice with others helps them develop a collective understanding of what constitutes an exemplary response and how to use student responses to formatively design instruction (Loucks-Horsley et al., 2010). The strategy can help foster a STEM teacher identity. ...
Elementary STEM teachers must be able to formatively design learning to facilitate sensemaking and a STEM identity. This chapter describes the author’s formative design process for a professional learning sequence to help elementary teachers improve their sensemaking and STEM identities, while modeling how they can use formative design to help their students develop in those areas. Sensemaking and a STEM identity are defined and their relationship to formative design is discussed. Examples of activities that could be used by classroom teachers and purveyors of professional development to foster sensemaking and a STEM identity are described.
... There are numerous STEM experimentations in America (Johnson et al., 2020; National Academies of Sciences, Engineering, and Medicine, 2019), Asia (Dong et al., 2020;El-Deghaidy et al., 2017), Africa (Abouserie et al., 2022), Oceania (Consult Australia, 2019), in Europe (Mundry et al., 2009;Marco-Bujosa et al., 2017). ...
The exchange of best practices at an international level on the use of new technologies applied to teaching is also becoming increasingly frequent today. However, few studies delve into how classical high schools in Italy are changing their didactics in this line. In fact, there are some gaps between theory and practice when it comes to developing digital skills, sharing innovative teachings, and assessing competencies. The present study aims to describe how STEAM teachers of a classical high school in Bagheria, near Palermo, in Sicily, used the metaverse for their subjects. In fact, a mathematics teacher, following a fruitful collaboration with a French school for the use of innovative teaching, involved colleagues from other disciplines in using the metaverse to motivate student learning in their subjects. A case study design from qualitative research designs was used. The participants were teachers and students and were determined by a convenient sampling method. The study data were obtained through a semi-structured interview form. The research data were analyzed using thematic analysis. The results showed that all the teachers were enthusiastic about using the metaverse to motivate the learners, and the students improved the 4Cs (critical thinking, communication, collaboration, and creativity). Future research could test whether these findings can be confirmed using artificial intelligence programs to facilitate learning.
... In general, TPD in which the teachers participated consistently point out ineffectiveness. Among the reasons, the primary ones often revolve around levels of alignment with teachers' specific, concrete, and practical learning objectives (Ax et al., 2008;Guskey, 2002;Opfer & Pedder, 2011), policy within the educational system and actual implementation in practice (Koellner et al., 2024;Revina et al., 2020), teachers' active engagement (Jones & Brader-araje, 2002;Perkins, 1999), teachers' collaborative and collegial environment (Knapp, 2003;Reigeluth, 2019), teachers' commitment (Tanang & Abu, 2014;Thornton & Cherrington, 2019), teachers' reflection (Gleeson & Davison, 2016;Richards, 1990), continuous mentoring and evaluation (Loucks-Horsley et al., 2010), teachers' ownership of personal and professional resources from developmental practice (Kiilo & Kutsar, 2012), and most importantly teachers' increase in their classroom intervention, in addition to their students' academic achievement (Koellner et al., 2024;Sapkota et al., 2023). Reflecting on this, the issues around TPD are regarded as complex and systematic (Tias & Tongjean, 2022). ...
Despite the presence of various TPD initiatives from governmental and non-governmental organizations, English teachers in the private universities in Indonesia continue to encounter challenges in accessing TPD programs, that fit their specific needs. This study explored the implementation of a social constructivist mentoring program to support the professional development of seven teachers teaching English academic writing. Using an action research approach, this mentoring emphasized collaborative inquiry, reflective practice, and continuous improvement. We opted for a qualitative approach to gain a deeper understanding and exploration of the learning process within the program. Data were collected from multiple resources such as interviews, teachers’ self-evaluation reports, observations, and discussions, and analyzed using the thematic analysis method by Braun and Clarke (2006) to identify and extract significant themes from the collected data. Our findings indicated that using the social constructivism and action research in the program fostered promising progress. The teachers and their students experienced a notable positive transformation, with learning activities becoming more captivating, meaningful, and enjoyable. The teachers expanded their pedagogical knowledge and practices, accompanied by a transformation in their attitudes and mindsets after a series of interventions in the nine-month mentoring program. Finally, not only did we note that the program had a central role in nurturing teachers' self-identity and helping them overcome internal barriers, but it also contributed to the continuous professional development of the teachers in the long run.
... Hence, the characteristics of PD design grounded in the OBE framework can perfectly align with some of the requirements mentioned above. Loucks-Horsley et al. (2009) describe the PD design process as follows (see Figure 1). With the investigation of the disparity between the current situation and expectations of PD participants, guided by vision and standards, PD design formulates appropriate objectives for improvement. ...
Professional Development (PD) for teachers plays a significant role in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-Based Education (OBE) is highly recognised in the field of education as it matches the student-centred claim and emphasises measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, authors in this research developed a PD for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on Kirkpatrick’s model of training evaluation and the ARCS Model of motivation. A total of 40 secondary vocational teachers and 40 higher vocational teachers from Guangdong, China were enrolled in this research. The analysis of quantitative data was conducted using paired samples t-test and one-sample t-test to evaluate trainees’ motivation and satisfaction throughout the PD. The findings of this research suggest that the PD design based on the OBE framework has a significant impact on trainees’ learning motivation and training satisfaction according to the comparison of the data collected from trainees before and after attending the PD.
... Hence, H1 is rejected. Unlike previous studies that had verifiable evidence of significant relationship between professional development and teachers' instruction capacity to meet learners needs (Lederman & Lederman, 2012;Loucks-Horsley et al., 1998). The result of the study shows that having knowledge of instructional delivery methods, although important, is alone not sufficient to ensure their professional development. ...
There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.
... It has been documented that increased student achievement is directly related to the length and type of professional development that teachers experience (Loucks-Horsley, et al. 2003). Supovitz and Turner (2000) identified a statically significant relationship can be identified based on professional development experiences and changes in teaching practices. ...
Vocational and technical education programs continue to play a pivotal role in developing workers’ occupational safety and health skills in all industries. The Agricultural Safety Education Initiative was first conducted in the summer of 2017 as a multi-year “Train the Trainer” program to improve teachers’ tractor and machinery knowledge. The National Safe Tractor and Machinery Operations Program (NSTMOP) Curriculum was used to develop and organize the training program. The purpose of this study was to determine the efficacy of a multi-year agricultural safety education professional development model. A total of 85 teachers participated in the third year of the training program. Over half (57.6%, f = 49) of the participants identified as female. Teachers’ average NSTMOP test score was 41.9 out of 50 (SD = 3.62). Teachers attending the training for the first time in 2019 scored lowered (40.8, SD = 4.41) than teachers who had attended the training during all three offerings (43.2, SD = 3.00). This difference was not statistical significance (Kruskal-Wallis H was 5.91 (2) p = .052). Post-experience qualitative data findings showed many teachers reported curriculum obtainment as a motivating factor for continued attendance. A benefit expressed by participating teachers in this professional development focused on higher-order instructional or alternative assessment methods for tractor and machinery safety. For these SBAE participants, continued involvement in a multi-year approach to professional development is influenced when curriculum is offered. Further data collection is required to determine curriculum implementation follow-through of teachers after the workshop.
... Penuel et al. (2007) identify increased confidence, motivation, and job satisfaction among science teachers who are involved in PLC. However, many secondary science teachers still abstain from participating in PLC due to a lack of time management, incentives, and other school administrations' support (Loucks-Horsley et al., 2010). correlation between PLC participation and improved PCK among secondary science teachers. ...
The qualitative research study explored Bangladeshi secondary science teacher’s experiences working in a professional learning community (PLC) in terms of enhancing professional knowledge in learning pedagogical content knowledge (PCK). The research questions that guided this study are: (1) What are the learning experiences of the secondary science teachers regarding their involvement in a Professional Learning Community (PLC) as a means of professional learning for enhancing their Pedagogical Content Knowledge (PCK)? (2) How do Secondary Science teachers apply their learning from Professional Learning Communities (PLC) to their teaching plans and practices through the Content Representation (CoRe) framework? (3) How do secondary science teachers use the knowledge gained from participation in a professional learning community (PLC) to design and implement effective teaching strategies in their classrooms? The study is based on a constructivist approach to learning, which views knowledge construction as a socially mediated process. Therefore, teachers’ experiences were collected as qualitative data through analyzing teachers’ lesson plans and self-reflective journals. As a result, the findings showed teacher’s enhanced professional knowledge working in a PLC in sizing up the topic, identifying the importance of the topic, exploring self-content knowledge relevant to the topic, knowing what learners might think, identifying contextual factors choosing the topic and examples, selecting more appropriate teaching-learning and assessment strategies. The findings of this study are expected to provide insights into how PLCs can be utilized to enhance secondary science teacher’s PCK knowledge. This study is significant as it contributes to the literature on professional development for science teachers and offers practical recommendations for improving science teacher’s professional knowledge in learning PCK. Teacher’s World: Journal of Education and Research, 49 (1), 155-174
... This collaborative project is rooted in the research indicating that effective professional development for practicing teachers has a common set of features. It is ongoing over a sustained period of time within a community of teacher learners, focused on a particular discipline (e.g., science), and is both grounded in and informing everyday classroom instruction (Bintz et al., 2015;Borko, 2004;Darling-Hammond et al., 2017;Desimone, 2009Desimone, , 2011Loucks-Horsley et al., 2009). ...
In this chapter, we share the theoretical underpinnings of the research and the goals of the group's exploration of culturally responsive and sustaining education. We ground this chapter in the literature study we engaged in during the first years of our professional learning group, drawing on the foundational works of Ladson-Billings, Gay, Paris and Alim, Hammond, Delpit, and other remarkable scholars. Another aspect of our work is that our approach to teacher research recognizes teachers as knowledge generators, and that classroom inquiries stem from teachers’ own questions, puzzlements, and reflections. Additionally, unlike some education research, teacher research aims to provide solutions for teachers to adapt for their own classroom use. In this book and in our studies, we use the phrase culturally responsive and sustaining education to describe teaching that values and uses students’ assets as resources; strengthens and sustains students’ connections to their cultures, holds high expectations for all students’ academic learning, and helps students develop a critical stance.
... Central to in-service training is its overarching objectives: to catalyze teachers' professional growth and contribute to expanding their knowledge base through active engagement (Saiti & Saitis, 2006). Loucks-Horsley et al. (2009) offer a parallel definition, portraying teachers' professional development as a conduit for enriching classroom practices and cultivating novel knowledge, skills, and methodologies. ...
Professional learning communities (PLCs) represent a collaborative approach to professional development wherein colleagues engage in joint learning activities that align with individual needs. Within the realm of education, PLCs encompass tailored initiatives aimed at enhancing teachers’ professional growth, with a specific emphasis on improving educational outcomes for teachers. The success of this approach hinges upon integrating theoretical knowledge and its practical application. The Ministry of National Education recognizes the significance of reevaluating this approach to facilitate the transformation of schools in Turkiye into collaborative learning communities by implementing PLC strategies and the needed adjustments. To realize this vision, the Ministry places great importance on establishing an enabling environment that encourages teacher interaction and offers diverse opportunities for their professional development. The data were collected
using document analysis methodology and covered topics related to in-service teacher training. According to the PDC Model, any PDC is utilized beginning with participant teachers receiving theoretical training from academics and/or field experts, then informed about what practices to apply in their classrooms according to their prior learning from the theoretical phase. Then, community teachers evaluate their own classroom practices, and eventually, they all gather to evaluate practices and conclude the PDC. Good practice examples are shared in the final evaluation to inspire other colleagues nationwide. It is found that teachers are more efficient and productive when they collaborate, which is defined as establishing a working partnership in line with common goals and objectives.
... Teacher comprehension of integrated STEM content and pedagogical knowledge is in-depth essential for PST towards a practical STEM lesson. Without a doubt, it is one of the significant concerns to develop appropriate strategies for the PST training program in STEM education due to its integrated feature [5]. Besides, modeling might be considered a scientific practice that increasingly involves digital computation, simulation, and mathematics to understand macro and micro-level scientific phenomena. ...
Modeling in visual representations is essential in STEM education because of its concretization in science, technology, engineering, and math learning activities. Therefore, model-based teaching needs to be improved for pre-service teachers (PSTs) to implement STEM education successfully. We conduct the model-based integrated inquiry STEM (MII-STEM) method courses for 16 PSTs in Physics Education in Vietnam. A qualitative analysis was utilized to examine how and to what extent PSTs change in perceptions of models and STEM education. The findings showed that the number of PSTs with a higher understanding of the model increased. PSTs gain a deeper understanding of STEM education and could transfer alternative perceptions of STEM education into STEM lesson plans. PSTs clarified and embedded Science and Engineering Practices in STEM lesson plans. There were changes of PSTs’ STEM lesson plan after the MII-STEM course: (1) product-oriented to process-oriented; (2) make Engineering more apparent; (3) focusing on developing students’ science and engineering practices; (4) define how STEM sub-fields integrated into STEM lesson plans; and (5) using model and modeling in STEM activities. In addition, PSTs had a positive view of the effectiveness of the STEM-focus method course.
... Furthermore, the real-world scenarios presented in these case studies play a pivotal role in bridging the gap between theoretical concepts and their practical applications in STEM. Students and professionals alike benefit from these tangible examples, which elucidate abstract principles and demonstrate their relevance in real-world contexts (Loucks-Horsley et al., 2003). The qualitative nature of these case studies also offers a degree of flexibility, allowing researchers to adapt and refine their approach as they delve deeper into the subject matter. ...
Methodology case studies plays a pivotal role in STEM education, especially in teaching undergraduate algebra. This article emphasizes the power of real-world scenarios and active pedagogy, a student-centered approach that makes abstract algebraic ideas tangible. The Anthropological Theory of Didactics (ATD) is spotlighted as a perspective that treats mathematical knowledge as a cultural artifact, embedding mathematics concepts deeply within cultural and historical contexts. By comparing active pedagogy with ATD, the article unveils a compelling overlap that values the significance of context in learning. Students don't just engage actively but also delve into the cultural essence of mathematical problems, gaining a profound understanding. Addressing the hurdles undergraduates face in transitioning from high school algebra to university level, the article suggests activities that merge active pedagogy and ATD. This holistic approach has the potential to transform algebra education into a more engaging, relevant, and culturally resonant experience.
... Structuring time slots in the timetable for informal and more formal collaborative activities may help to introduce teachers to engage in a PL community. Research shows that when teachers are allowed to work within such communities, they grow professionally and can assume leadership roles (see Attard Tonna 2013;Loucks-Horsley et al. 2010;Stoll, Harris, and Handscomb 2012). We agree with Bezzina (2013, 237) that a main function of the school leader is 'to get people to work well and willingly'. ...
With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary scale progression following engagement in self-sought professional learning. The theory of affordances was applied in this mixed-methods research to explore the importance attributed by secondary school teachers towards self-sought learning. Following data collection of 166 questionnaires and 14 teacher interviews, quantitative and qualitative data were analysed using SPSS and MAXQDA respectively. Results suggest that while the majority of teachers are intrinsically motivated to pursue self-sought professional learning, they seek incentives and, in particular, monetary support. Other important barriers that hinder teachers in furthering their professional learning beyond school hours are family responsibilities and lack of time. This study provides insights into teachers’ conceptualisations of professional learning and implications for teacher education.
... Sustained professional development is most effective for fostering teacher learning and changes in teacher practice [11][12][13]. According to Loucks-Horsley [11], effective PD is 1) designed to address student learning goals and needs; 2) driven by a well-defined image of effective classroom learning and teaching; 3) designed to provide opportunities for teachers to build their content and pedagogical content knowledge; 4) supportive of teachers development of professional expertise, 5) linked to other parts of the educational system; and, 6) continuously evaluated and improved. ...
... One view contends that changes in beliefs precede changes in practice (Pajares, 1992;Thompson, 1992). Other theorists and researchers have confirmed that teachers change their beliefs and behaviors after they see positive results from a change in classroom practices (Loucks-Horsley et al., 2003;Sedova, Sedlacek, & Svaricek, 2016;Speer, 2005). ...
This research aimed to investigate effective approaches to teacher development as a meaningful form of professional development (PD). The objective was to assess the impact of teachers’ learning as an approach to PD and to summarize best practices. The study involved teachers from two primary schools who participated in the Healthy School Empowerment Project, a four-year collaborative learning initiative designed to support educators in improving classroom instruction and enhancing school performance. The findings revealed the most effective approaches for professional development and enhancing teachers’ learning include establishing the school as a professional learning community (PLC), implementing teacher-as-learner programs, providing coaching by master teachers, and fostering teacher networks. Bottom of Form
... In their summary of the literature on effective professional development, Loucks-Horsley et al. (2009) emphasize that it is essential for adult learners to see the relevancy of participating in the programs as well as the value of any new knowledge they are expected to gain. Studies on efforts to help teachers learn about and use new technologies indicate that motivational factors are predictive of successful outcomes, even more so than teachers' technology-related knowledge (Fütterer et al., 2023). ...
Technological tools that provide automated feedback on classroom teaching afford a unique opportunity for educators to engage in self-reflection and work towards improvement goals, in particular to ensure that their instructional environment is equitable and productive for students. More information is needed about how teachers experience automated professional learning tools, including what they perceive as relevant and impactful for their everyday teaching. This mixed-methods study explored the perceptions and engagement of 21 math teachers who used an AI-based tool that generates information about their discourse practices from classroom recordings. Findings indicate that teachers perceived the tool to have a high utility value, especially those who elected to use it over two school years. These teachers increased their use of talk moves over time, suggesting that they were making intentional changes due to their review and uptake of the personalized feedback. These results from this study speak to promising directions for developing AI-based professional learning tools that can support teacher learning and instructional improvement, particularly tools with robust perceived utility.
... In addition, teachers need opportunities to practice using technology in outdoor learning spaces to support IBT learning. Sustained professional development interventions are necessary to support lasting change [55] and thus, short-term interventions, such as the Garden TOOLS workshop, may provide a foundation, but are insufficient for enduring change. If the promise of integrating technology into outdoor learning spaces to support student-centered STEM education is to be fully realized, ongoing professional development such as professional learning communities is necessary. ...
School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE.
... As a result, various principles have been proposed in the literature to guide effective teacher CPD practices. Loucks-Horsley et al. (2010) for instance, suggest that an effective CPD is: directly aligned with student learning needs; is intensive, ongoing, and connected to practice; focuses on the teaching and learning of specific academic content; is connected to other school initiatives; provides time and opportunities for teachers to collaborate and build strong working relationships; and is continually monitored and evaluated. (p.5) ...
... For example, initial teacher preparation that focuses only on teachers' specific behaviors has a less positive effect than a focus on teachers' knowledge of the subject, on the curriculum, or on how children learn the subject (Ball & Forzani, 2011;Philipp, 2007). When teachers learn STEM topics in same joyful, playful, contextualized, and inquisitive ways that we suggest children do, with a belief that all their children, including CWD, are capable of engaging in STEM, teachers' learning is more effective (Loucks-Horsley et al., 1998;. ...
... The instrument was used solely for the context of this study. While the study focused on the teachers and one Language Arts novel as the context, in future studies, institutional factors such as resources to support the teachers, time for development, and school culture need to be addressed to ensure better cohesion to integrating STEM in multidisciplinary contexts (Loucks-Horsley et al., 2009). Likewise, other novels that focus on STEM based problems could be considered in future replications of this study. ...
... Research indicates that one way to assure and improve learning is to provide high level inservice training or professional development programme where teachers' beliefs and other factors influencing the adoption are taken into account (Loucks-Horsley et al., 1998;Park et al., 2005;Sparks & Loucks-Horsley, 1989). This project follows research-based knowledge acquired about teachers' adoption of educational innovations. ...
Recent research results from science education show that there are good chances for improving the classroom practice if materials and environments are used suitably and if adapted to the specific needs of schools of different countries (as well as offered with easy-to-follow teacher instructions). A transfer of those research results into actual teaching practice in European schools is supported by the CAT-project.
... These relationships and their needs can be facilitated by CPD efficiently. Loucks-Horsley, Stiles, Mundry, Love, and Hewson (2009) explained that usually, training models are very important for teachers' professional development. They help teachers to acquire knowledge and skills either through individual or group instruction. ...
The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English Language Teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications and experience to enable them to teach successfully. Despite growing research interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and Qatar in particular. Furthermore, in-depth knowledge of female ELTs’ CPD experiences and needs are almost non-existent. The aim of this study, therefore, is to address this gap by exploring female ELTs' perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area.
The study is qualitative and located within the interpretive paradigm. Life history interviews were undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatar schools. These data were analyzed using thematic analysis and profiling techniques and drawing on an analytical framework based on three inter-related concepts of identity, culture and CPD.
The study found that female ELTs in Qatar all had very different experiences of CPD and unique developmental needs. These findings suggest that the current model of professional development for ELTs in Qatar may need revising. The thesis proposes a paradigm shift from a traditional ‘one size fits all’ CPD model towards a more dynamic and interactive style of teacher development which facilitates both personal reflection and professional discourse among teachers in order to build a shared understanding of ideas by analyzing and comparing approaches and actively encouraging student involvement in the learning process. It is argued that such a shift would prove a considerable step forward for English language teaching in the country.
... Unter kognitiver Aktivierung wird hier verstanden, dass an Fortbildungen teilnehmende Lehrkräfte vertieft über das Fortbildungsthema nachdenken und Verbindungen zu ihrem Vorwissen herstellen. Ohne eine intensive kognitive Auseinandersetzung mit dem Fortbildungsinhalt ist ein Aufbau und eine Weiterentwicklung von Wissensstrukturen, aber auch die Modifikation von Überzeugungen theoretisch nicht vorstellbar.Bisherige Ergebnisse der Lehrkräftefortbildungsforschung zeigen, dass Gelegenheiten zum aktiven Lernen einen positiven Einfluss auf die professionelle Entwicklung der Teilnehmenden haben(Garet et al., 2001;Loucks-Horsley et al., 1998). Folglich sollten Teilnehmende nicht zu passivem Zuhören und Rezipieren gezwungen, sondern dazu angeregt werden, durch aktive Konstruktion und im Austausch mit anderen Teilnehmenden neues Wissen und neue Kompetenzen zu erwerben sowie durch Reflexion der Inhalte ...
... LS is also seen as an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school (Gettly, 2002;Stoll et al., 2006). Further, LS has been identified as a useful tool for teacher development through learning in action also known as continuous professional development (Loucks-Horsley et al., 1998). From the student perspective, the LS model is systematic and more student need focused primarily seeking to aid teachers to improve their work practices (Fernandez and Chokshi, 2002). ...
School-based professional development is an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school. Lesson Study (LS) is one of the models of school-based professional development. It is a professional learning method that is based on collaboration amongst teachers, in order to improve their professional development and students' outcomes. The Saudi Ministry of Education, since 2015, started a pilot project that utilized LS in certain Saudi schools in different regions to meet professional learning needs. The purpose of this study is to understand the impact of LS as a model adopted for the professional development of Primary Schools teachers in four selected elementary schools in the Riyadh region in Saudi Arabia. The study is based on a quantitative research method using an online survey and are analysed using SPSS.
... Wu [2], S. Loucks-Horsley, K.E. Stiles, S. Mundry, N. Love, P. Hewson [3], H. Mizell [4], M. Mulder [5], S. Sandhu, T. Afifi, F. Amara [6], and others. ...
The main goal of the higher education system of the agrarian and technical educational institutions is training qualified specialists in accordance with the public demand. The article contains analysis of the theoretical provisions that form the basis of the concept of teaching physics to the students of agrarian and technical educational institutions during the lectures. There are established integrative connections between the fundamental essence and professional orientation of teaching physics to the students of an agrarian-technical educational institution during the lectures, and a proven methodology described for their implementation. There are disclosed the main techniques for realization of professional orientation of teaching physics in the form of lectures to the students of agrarian and technical educational institutions. There are defined the main ways of increasing the professional knowledge of the students while studying the course of physics. Since the educational process in physics in an agrarian and technical educational institution is a complex system that includes many components, in order to investigate it, as a whole, and to study each of its components separately, it is necessary to determine the basic principles of the fundamental and professional orientation of education. It is proved that the use of a professionally directed material contributes to the formation of a system of physical knowledge by the students, as well as the acquisition of various practical skills and abilities. Introduction of professional competence into the educational process stimulates cognitive interest in the study of physics as a science, allows to better assimilate the material of other disciplines of the natural science cycle, develops cognitive and creative abilities, and influences the formation of sustainable motives for obtaining knowledge in special disciplines.
This study explores student-teacher interactions, highlighting discussions with associate teachers about educational challenges. It examines the impact of cooperative learning and internet resources on feedback exchange among students and teachers, also noting their active involvement in school activities. The research identifies a keen interest in developing educational situation management skills for teaching Islamic education and focuses on effectively utilising educational tools like the Internet. Furthermore, the study underscores the importance of a comprehensive theoretical framework encompassing Arabic and Islamic education requirements within the school context. The findings reveal multifaceted dimensions of student- teacher engagement, learning strategies, and skill enhancement in practical education.
In the last twenty years, there has been a consensus around the world that effective science education is vital to economic success in the emerging knowledge age. It is also suggested that knowledge of science and scientific ways of thinking is essential to participation in democratic decisionmaking. Students may recognise differences and advocate diversity, but assimilating those ideas requires the creation of conditions in which students can think deeply about situations that require tolerance. Schools in many countries and regions of the world are places shaped by cultural diversity. One may observe that in many schools there are social developments like migration and demographic and value change, consequently increasing the diversity of students. The issue of diversity in science education is therefore tackled according to many aspects, e.g., culture, language, scientific literacy and gender. The aim of the present literature review is to align the ERASMUS+ project Diversity in Science towards Social Inclusion with studies and views regarding diversity and inclusion in science education. The main goals of this project were to promote inclusive education and to train and foster the education of disadvantaged learners through a range of measures, including supporting education staff in addressing diversity and reinforcing diversity among education staff. Practices dealing with dimensions of diversity and inclusion in science education are developed and the partners shared the good practices that they developed.
Over the past few decades, we have witnessed an increasing emphasis on the significance of restructuring and revolutionizing undergraduate science education in achieving the goal of preparing a scientifically literate population and safeguarding our democracy and the future of STEM workforce. This paper reports on a collaborative action research conducted to reform and modify an introductory undergraduate biology course taught by the third author with professional support and feedback provided by the other authors. The findings will be discussed in the form of a case study focusing on the initial features of the course, continual feedback and professional growth, modifications to the course, and future plans for further revising the course.
Co-design teacher-led action research is an approach to educational practice and professional development of teachers through action-oriented, evidence-based research. In this approach, teachers conduct their own collaborative research in real classrooms and school settings, focusing on local practices. There has been a gradual shift from researcher-centred approaches to a more teacher-centred and design-centred approach that use collaborative methods to support and guide teachers when participating in evidence-based decision-making. This chapter provides an overview of the development of co-design, teacher-led action research. Through examples provided by three case studies, the chapter advances a framework of teacher-led action research based on co-design principles.
This review delves into the dynamic terrain of STEM education, navigating classic techniques and novel pedagogies. It investigates the advantages and disadvantages of traditional approaches while highlighting new trends like project-based and inquiry-based learning, collaborative strategies, and technological integration. It stresses the importance of teacher professional development in enabling the implementation of these innovations. As STEM education grows, key future directions include incorporating emerging technology, inclusive practices, global collaboration, and ethical issues. Policymakers are advised to play a critical role in creating an environment that promotes innovation, equity, and lifelong learning. In essence, this review emphasizes STEM education's transformative journey, emphasizing its function in knowledge dissemination and in instilling vital skills for 21st-century issues.
Penelitian ini bertujuan untuk melakukan kajian pada penelitian-penelitian primer terdahulu mengenai capacity building dalam pendidikan. Penelitian ini penting untuk dilakukan sebab meningkat dan bergesernya kebutuhan masyarakat akan perbaikan dalam dunia pendidikan seiring dengan perkembangan zaman. Pihak internal dalam sekolah perlu menyelaraskan kebutuhan pendidikan dengan kebutuhan masyarakat. Seluruh unsur pendidikan perlu melakukan capacity building dengan harapan meningkatkan kompetensi dan meningkatkan kualitas pemberian layanan pada peserta didik. Referensi terkait capacity building dalam pendidikan belum tersedia secara sistematis, sehingga diperlukan upaya untuk merangkum literatur menjadi satu bahan kajian komprehensif. Metode penelitian yang dilakukan adalah dengan menggunakan systematic literature review desain Kitchenham (2004). Tiga langkah utama dilakukan dalam penelitian ini, yaitu: planning the review, conducting the review, dan reporting the review. Penelitian ini melibatkan 19 sumber referensi primer yang diperoleh dari artikel, jurnal, dan konferensi prosiding nasional dan internasional. Seluruh referensi dikumpulkan sesuai dengan karakteristik systematic literature review. Semua referensi tersebut digunakan untuk menjawab pertanyaan penelitian yang telah ditetapkan. Hasil penelitian menunjukkan bagaimana urgensi, prosedur, kriteria, dan hasil aplikasi capacity building dalam pendidikan. Penelitian ini perlu ditindaklanjuti dengan melakukan penelitian-penelitian berikutnya. Rekomendasi penelitian yang perlu dilakukan adalah penelitian dan pengembangan panduan capacity building untuk unsur-unsur pendidikan, eksperimen tentang capacity building dalam pendidikan, dan riset evaluatif tentang capacity building dalam pendidikan.
This study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and components of the proposed model. Furthermore, a descriptive survey method was employed to validate the model from the point of view of experts. For the purposeful selection of resources considering the identification of the components of the professional development environment model based on the task-centered approach, authentic scientific documents indexed in databases, such as Scopus, Science Direct, Springer, Google Scholar, ProQuest, Emerald, and PubMed from 2000 to 2022 were reviewed, and 48 documents were selected. Then, they were analyzed using open coding and axial coding. To validate the proposed model, 20 specialists in radiology, medical education, and educational sciences were selected as a sample. The data were collected through an 8-item researcher-made questionnaire the content validity of which was confirmed by calculating S-CVI and CVI. According to the analysis, 4 main components and 14 sub-components were extracted, which led to the design of the desired model. The findings in the quantitative part also showed that the presented model has high internal validity in the field of medical education. Therefore, it is suggested to use this model as an innovative strategy and guidance for medical professionals.
Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning.
Development: 이하 TPD)을 강조하고 있다고 지적했다. 이처럼 TPD 는 학교(수업)의 혁신과 발전, 나아가 학생의 성취를 위한 목적으로 많은 교육 관계자들이 강조해 왔다(Borko et al., 2010). 교사 교육에 관한 연구들은 오랜 기간에 걸쳐 많은 연구자가 수행 해 왔으나, 그동안의 교사 교육이 교사의 실행과 실천적 지식에 큰 변화를 주지 못해 비효과적이라는 지적이 있다(Korthagen, 2017). 예 를 들어, Carlson(1999)은 교사 교육 프로그램이 이론과 연구를 먼저 도입하고, 그것을 교육실습 과정에 적용하는 경우가 많지만, 실제 수 업 실행 현장에서는 이론과 실행이 연결되지 않는다고 비판하였고, King and Newmann(2000)도 기존의 TPD 노력이 구체적인 수업상황 과 무관하고, 실행과 피드백이 이루어지지 않았으며, 동료 교사나 전 문가와의 협업이 없다는 점에서 비효과적이었다고 비판하였다. Borko, et al.(2010)은 잘 짠 과정을 통해 분명하게 정의된 지식과 기능을 배우게 하는 교사 교육 프로그램도, 교실에서의 실제 실행과 밀접하게 연결 짓지 않고 일회성의 연수 과정이나 워크숍 등으로 운 영한다면 TPD에 크게 도움이 되지 못한다고 하였다. 교사들도 대학이나 연수 과정에서 배운 지식을 교실에서 효율적으 로 활용하기 어렵다고 토로하였다(Beach et al. 2014; Korthagen, 2007). 예를 들어 Park et al.(2016)은 과학 교사를 대상으로 그들이 알고 있는 과학 수업 이론과 지도전략의 실제 활용 정도를 조사했을 때, 활용 정도가 24%에 불과하다고 하였고, Gore & Gitlin(2004)은 교육 연구가 교육 실행에 잠재적이나마 영향을 줄 수 있다고 인식하 는 교사들이 8%에 불과하다고 하였다. 이같이 이론적인 지식을 잘 이해하면, 그러한 이론적 지식이 교실 에서 실제 지도에 잘 적용될 것이라고 기대하는 교사 교육 방식을 비판하면서(Carlone & Webb, 2006; Zeichner, 2010), Ball and Forzani(2009)는 교사가 '무엇을 알아야 하는가'에서 '무엇을 할 수 있어야 하는가'로 교사 교육이 변화되어야 한다고 하였다. 이와 같은 맥락에서 교실에서의 실제 학습상황과 교사의 실제 지도 실행 (teaching practice)에 기초한 TPD가 강조되었다(Beach et al., 2014; Biza et al., 2015). 예를 들어, Biza et al.(2015)은 예비 교사 교육에서 교실 상황을 나타내는 가상의 과제를 이용한 지도 방법을 사용하였고, Burridge et al.(2016)은 예비교사들이 1년이라는 긴 기간에 걸쳐 매주 2일씩 학교 멘토 교사와 함께 수업에 직접 참여하는 방식으로 예비교 Science education researchers have discussed more effective STPD(Science Teacher Professional Development) based on a variety of perspectives, pointing out the limitations of traditional STPD. In this study, we selected eight major issues for more efficient STPD based on the literature review, summarized the literature review contents for each issue, and proposed a draft STPD standard based on the literature review. Using the draft STPD standard, a questionnaire for the Delphi survey was developed and a two-phase Delphi survey was conducted. The questionnaire consisted of 25 statements describing the STPD standard, and respondents were asked to indicate the validity and importance of the statement on a Likert scale, followed by an explanation and suggestions for revision. Twenty-one science educators and science teachers participated in the Delphi survey, and the results of the second round of the survey showed high levels of agreement on the validity and importance of all statements describing the STPD standard. For the content validity ratio and coefficient of variation, all statements met the criteria, and for the convergence and consensus, all but two statements met the criteria. Two statements were revised to reflect comments from the Delphi survey and were included in the final STPD standard. As a result, we developed STPD standard consisting of 23 statements in eight categories, and we discussed the disadvantages and advantages of the developed STPD standard and how to utilize them, as well as suggestions for future improvement and research.
Globally, education systems now place a high premium on the development of teachers (Misra, 2018). Professional development courses have also been impacted by technological advancements in learning (Wasserman & Migdal, 2019). Teacher professional development has shifted away from traditional face-to-face, single-location training and toward developmental activities in advanced web-based environments in the age of Internet technology. As a result, web-based professional development courses can not only enhance instructors' professional knowledge and experience, but also assist them in breaking school boundaries (Kao et al., 2014). Online teacher professional development for teachers (oTPD) is still a rapidly expanding topic of research in teacher education. (Dille & Røkenes, 2021).Therefore, the purpose of this study is to review related literature on oTPD so that it hopes to provide a large lens through oTPD. It will eloborate on communities of practice, online communities of practice for teachers and perspectives of online teacher professional development.
Interactive mobile technologies such as iPads, Chromebooks, and other handheld
computing devices are becoming increasingly pervasive in K–12 classrooms in the United States. How can these tools be used to support ambitious learning and teaching goals, particularly in mathematics in the early grades? In November 2014, 35 education researchers, district and school leaders, and teachers met in Auburn, Maine, as part of the Research + Practice Collaboratory, a five-year project funded by the National Science Foundation to share knowledge and ideas about the opportunities that interactive mobile technologies currently offer to support mathematics learning among young students. Focusing on learning and teaching issues rather than on technology infrastructure requirements, participants at the
Interactive Mobile Technologies Inquiry Group, or ITIG, also discussed the
learning approaches and arrangements that may be needed to maximize
these opportunities. From this meeting emerged a set of preliminary
guidelines to promote mathematical thinking among young students with access to
interactive mobile technology in their classrooms. This report presents these guidelines, the rationale behind them, and additional resources.
We empirically test how 12th-grade students of teachers with probationary certification, emergency certification, private school certification, or no certification in their subject area compare relative to students of teachers who have standard certification in their subject area. We also determine whether specific state-by-state differences in teacher licensure requirements systematically affect student achievement. In mathematics, we find teachers who have a standard certification have a statistically significant positive impact on student test scores relative to teachers who either hold private school certification or are not certified in their subject area. Contrary to conventional wisdom, mathematics and science students who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials.