Download or read book Professional Development Training In service Teachers Perceptions written by Faye Burrowes and published by . This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Meaningful Physical Education written by Tim Fletcher and published by Routledge. This book was released on 2021-02-25 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.

Download or read book Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning written by Imelda R. Castaňeda and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.

Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.

Download or read book Teachers Perception of Training and Professional Development written by George B. Flores and published by . This book was released on 2017 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book THE EFFECTS OF TRAINING ON PERCEPTIONS OF TEACHERS AND OTHERS TOWARD EXPERIENCES OF THE BLACK CHILD AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT written by BARBARA JEAN WADE and published by . This book was released on 1976 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Identity of Education Professionals written by Carles Monereo and published by IAP. This book was released on 2022-02-01 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

Download or read book Teacher Training and Professional Development Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-05-04 with total page 2283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.

Download or read book There is So Much You Can Learn written by Shelley Ann Nicholson and published by . This book was released on 2008 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the professional development of child care teachers through their descriptions and perceptions of their training experiences. Influenced by frameworks on professional thought and beliefs (Clark, 1988), the following questions guided this study: How do child care teachers working in for-profit centers describe their professional development experiences? Specifically, what sources, contents, formats and amounts do they describe? What perceived relationship of professional development to their classroom practice do they describe? How do they describe the relationship of professional development to issues in the field such as quality and teacher turnover? And what insights can they provide in regards to pre-service and in-service professional development? The sample included 18 child care teachers working in 6 for-profit centers. Data were collected through interviews, and analyzed using qualitative research techniques including comparative analysis. The findings are described in four thematic sections: 'Sink or Swim': (Entry Training Experiences); "Very Good, For the most Part": (Inservice Training Classes); "It Can Only Make Things Better": (Importance of Training); and "Everything Under the Sun": (Professional Development Needs). The teachers' provided rich descriptions about their experiences both in training classes and within their centers. For many of these teachers, a lack of preservice and minimal inservice training opportunities led to reliance on their own abilities and learning from others in their environment. Training classes were seen as positive experiences overall, however many teachers reported instances of impractical content and disengaging formats. While the majority of these teachers thought that "training is important", their descriptions revealed a limited influence on practice. Further, while many teachers saw relationships between training and important issues in the field like program quality, these described relationships were tempered by their perceptions of the role that personal characteristics play in how teachers relate to training. In addition, the teachers provided their own ideas about how to meet the professional development needs of child care teachers. The findings of this study have many implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within their particular contexts.

Download or read book Facilitating In Service Teacher Training for Professional Development written by Kenan Dikilitaş and published by Information Science Reference. This book was released on 2016-11-11 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is designed for researchers, practitioners, and professionals.

Download or read book A Study of Perceptions of Teachers of English as a Foreign Language Concerning Teacher Training Programs and Professional Development in the Country of Jordan written by Naim Subhi and published by . This book was released on 1992 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Continuing Professional Development written by David Hustler and published by . This book was released on 2003 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions on the Effectiveness of Professional Development for Academic and Career Planning written by Cory A. Halvorson and published by . This book was released on 2018 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the 2017-2018 academic year began, every school in the state of Wisconsin was required to participate in the Academic and Career Planning (ACP) initiative, also known as PI 26 (WI DPI, 2016a). The ACP process helped students integrate career development activities with their academic coursework. To do so, students created and maintained evidence that documented those activities (WI DPI, 2016c). Through this descriptive study, data identified academic teachers' understandings of career development, and what steps they took to incorporate the ACP requirements into their curriculum. Findings from the data suggested that teachers felt more time was needed on professional development related to the integration of ACP into their curriculum. In addition, the respondents believed that more in-depth training using the Career Cruising platform would benefit their instruction, and ultimately, the students' learning.

Download or read book Authentic Professional Learning written by Ann Webster-Wright and published by Springer Science & Business Media. This book was released on 2010-08-05 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is considerable and growing interest in professionals learning across their working lives. The growth in this interest is likely premised upon the increasing percentage of those who are being employed under the designation as professi- als or para-professional workers in advanced industrial economies. Part of being designated in this way is a requirement to be able to work autonomously and in a relatively self-regulated manner. Of course, many other kinds of employment also demand such behaviours. However, there is particular attention being given to the ongoing development of workers who are seen to make crucial decisions and take actions about health, legal and ?nancial matters. Part of this attention derives from expectations within the community that those who are granted relative autonomy and are often paid handsomely should be current and informed in their decisi- making. Then, like all other workers, professionals are required to maintain their competence in the face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to elaborate professional learning through a consideration of the concept of authentic professional learning. What is proposed here is that, in contrast to programmatic approaches towards professional development, the process of continuing professional learning is a personal, complex and diverse process that does not lend itself to easy prescription or the realisation of others’ intents.

Download or read book Teachers Perceptions Regarding Dyslexia Professional Development Training for Addressing the Social emotional Needs of Children with Dyslexia written by Darlene Elizabeth Breaux and published by . This book was released on 2020 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with dyslexia simultaneously struggle with both literacy acquisition and poor selfesteem and undergo social-emotional learning difficulties. The purpose of this qualitative descriptive study was to explore elementary general education teachers' perceptions regarding the dyslexia training they received for addressing the social and emotional learning (SEL) needs of children with dyslexia. The conceptual framework guiding this study was the five core competencies for SEL developed by the Collaborative for Academic, Social, and Emotional Learning. The researcher used a qualitative description research design involving semistructured interviews. The population included 10 elementary general education teachers who taught in first through fourth-grade classrooms in the southeast region of Texas. The overarching themes were the following: (a) The dyslexia training is missing the five competencies: The participants reported that none of CASEL's five core competencies for SEL were addressed in their dyslexia training; (b) Used skills learned in other professional development to address the missing competencies: The participants reported using information from other professional development training to meet their students' needs; (c) The dyslexia training needs to be revamped: The participants explicitly said the dyslexia training needed to be changed. The participants confirmed the gap in the literature regarding their learning needs and dyslexia training provided. The researcher created a framework, based on the findings, to guide training that can effectively address CASEL's five core competencies within several modules. Finally, the results of this study revealed the need for further research with a focus on helping teachers understand how to develop SEL skills in their students with dyslexia.

Download or read book The Professional Development of Teacher Educators written by Tony Bates and published by Routledge. This book was released on 2014-12-18 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.

Download or read book Perceptions of Teachers Involved in the Creation of Professional Development Schools written by H. C. Penny Karlsberger and published by . This book was released on 1993 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: