MOFET ITEC - Professional Development

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Last update in this section: August 22, 2017
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Professional Development
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
This article reports a series of planned efforts on cultivating a group of teachers of English as a second language (ESL) into a community of practice (CoP) for sustainable professional development over a period of 10 months. This case study shows that planned efforts enabled teachers from different backgrounds to learn and develop as a professional and as a CoP. This community could be developed through different stages. The authors learn that sensitivity, honesty, self-awareness, and individual commitment of the participating teachers helped resolve tensions and dissonances arising out of different teaching approaches.
Publication Year: 2015    |    Updated in ITEC: August 22, 2017
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?
This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.
Publication Year: 2017    |    Updated in ITEC: August 14, 2017
Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Publication Year: 2015    |    Updated in ITEC: July 23, 2017
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry. Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Publication Year: 2015    |    Updated in ITEC: July 10, 2017
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