Novice teachers' perceptions of the extent to which the Brock University teacher education program focused on methods of promoting responsibility in students

The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality, teaching sUbject and region of employment, as well as certain aspects of the teacher education program. It was concluded that many of the teachers appeared to be controlling rude and vio~ent- behaviour, as opposed to promoting responsible behaviour. Recommendations were made for the pre-service program, as well as induction and inservice programs, to increase teacher preparedness for promoting responsible student behaviour. One of these recommendations addressed the need to help teachers learn how to effectively communicate with their students.

Show me, help me, let me : supporting teachers' changing conceptions of reading assessment and reading instruction

This qualitative inquiry used case study methodology to explore the change processes of 3 primary-grade teachers throughout their participation in 7 -month professional learning initiative focused on reading assessment and instruction. Participants took part in semimonthly inquiry-based professional learning community sessions, as well as concurrent individualized classroom-based literacy coaching. Each participant's experiences were first analyzed as a single case study, followed by cross-case analyses. While their patterns of professional growth differed, findings documented how all participants altered their understandings of the roles and relevancy of individual components of reading instruction (e.g., comprehension, decoding) and instructional approaches to scaffold students' growth (e.g., levelled text, strategy instruction), and experienced some form of conceptual change. Factors identified as affecting their change processes included; motivation, professional knowledge, professional beliefs (self-efficacy and theoretical orientation), resources (e.g., time, support), differentiated professional learning with associated goal-setting, and uncontrollable influences, with the affect of each factor compounded by interaction with the others. Comparison of participants' experiences to the Cognitive-Affective Model of Conceptual Change (CAMCC) and the Interconnected Model of Teacher Professional Growth (IMTPG) demonstrated the applicability of using both conceptual models, with the IMTPG providing macrolevel insights over time and the CAMCC microlevel insights at each change intervaL Recommendations include the provision of differentiated teacher professional learning opportunities, as well as research documenting the effects of teacher mentorship programs and the professional growth of teacher educators. ii

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs, and as teachers who reflected on practices to continue expanding their skills. Teachers were heavily invested in creating a caring culture and in students' and team members' learning. Educators actively participated in solving problems and coplanning throughout the school levels and beyond, assumed collective responsibility for all pupils, and focused on generating school-wide consistent practices. These qualities and action patterns revealed teachers who invested time and effort in their colleagues, who committed to develop as professionals, and who affiliated closely with every aspect of school living.

Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

Becoming l(IT)erate : pre-service English teachers and ICTs

One of the recommended principles for classroom practice from the Digital Rhetorics Project is ‘Teachers First’, emphasising the need to prioritise the requirements of teachers in learning new technologies and in understanding their relationship to literacy education (Lankshear, Green and Snyder 2000, p. 121). While most of my pre-service English Education students use digital technologies for their own purposes and understand the benefits of doing so, it is not always straightforward regarding how technology can be effectively utilised in their classroom and for what purposes. This article reports work conducted with pre-service English Education teachers in an elective unit that focuses upon digital technologies in secondary classrooms. Using Green’s 3D model of literacy as a way of understanding the complex interrelationships between the cultural, critical and operational aspects of literacy, the students experiment with digital technologies such as mobile phones, wikis and blogs.

Partnerships for renewing teachers practice

The findings discussed in this presentation focus on what has been learned about ways of assisting the renewal of teachers’ learning through partnerships.

Teacher professional growth : a study of primary teachers involved in mathematics professional development

The overall purpose of this study was to examine whether professional development programs can act as appropriate vehicles for the professional growth of teachers of primary mathematics. A longitudinal study was conducted of primary teachers involved in a Victorian mathematics professional development program — Exploring Mathematics In Classrooms (EMIC). The professional growth of six teacher participants in one EMIC course was examined over a period of 18 months. The teachers selected were from four different schools located in the southern metropolitan region of Melbourne. The central interest of this study was in teacher professional growth and accordingly the perspective sought was predominantly that of the teacher. A case study research approach was adopted and data were gathered through observations, interviews, questionnaire, and the collection of teacher work documents. A theoretical model of teacher professional growth was used to represent the teachers' growth. The study generated data on the nature of teacher professional growth and the features of professional development programs likely to influence teacher professional growth. All of the teachers reported and demonstrated growth with respect to their mathematics teaching, in areas associated with their: Classroom Practice, Knowledge and Beliefs, and Professional Attributes. The teachers' growth was highly individualistic, with no two teachers demonstrating exactly the same professional growth outcomes, or the same growth processes. The data provided evidence to confirm that teacher growth is a complex and gradual learning process. For each of the teachers several different routes to change and growth were evident, drawing attention to the non-linear nature of growth. The teachers' responses to the professional development program were influenced by various contextual and personal factors. The data provided evidence of a strong link between the content and outcomes of professional development programs — the outcomes reported and demonstrated by the teachers reflected the content of the EMIC program. Key factors associated with mathematics professional development programs perceived as influencing growth were: program content; program structure; and program presentation. A significant finding was the strong influence on teacher growth of the presenters of professional development programs—some data suggested that the 'quality' of the program presenter is fundamental to the success of any professional development program. The study provided insight into the processes involved in teacher professional growth and factors associated with the way in which professional development programs influence growth. The theoretical model of teacher professional growth used in this study has been elaborated and recommendations which might inform the design and implementation of future professional development programs have been made.

Telecommunication technology and the professional development of teachers : challenge and opportunity

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

Helping teachers surf the information and communication technology tsunami

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

The 're-skilling' of tertiary teachers for new learning environments

This thesis investigates three online professional development activities for university teachers and student support staff, conducted between 1994 and 1996. The key research question was: 'What can we realistically expect of teachers and participants in online learning?' The inquiry produced instruments of use in the evaluation of online teaching.

State of play in early childhood teacher training in Victoria

The study explores the varying changes in emphasis on play within early childhood teacher training. Differing interpretations as to the importance of play are identified as well as the factors impacting on the future of a play-based curriculum.

Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa

Acompanha: Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa

Unterricht aus Sicht der Lehrerinnen und Lehrer. Subjektive Theorien zur Unterrichtsgestaltung und ihre Veränderung durch ein Training zu neuen Unterrichtsmethoden

Guter Schulunterricht bildet eine wichtige Basis für die Entwicklung unserer Gesellschaft. Ein zentraler Aspekt guten Unterrichts ist das Wissen und Denken der Lehrerinnen und Lehrer. In dieser Arbeit werden dazu die subjektiven Theorien zur Unterrichtsgestaltung erforscht. Dabei wird auch überprüft, welche Effekte ein Training auf die Veränderung dieser Unterrichtstheorien hat. Die Ergebnisse zeigen, dass die untersuchten Lehrkräfte sehr differenzierte Vorstellungen davon haben, wie sie im Unterricht vorgehen. Diese Vorstellungen lassen sich als subjektive Theorien rekonstruieren, die ähnlich wie wissenschaftliche Theorien aufgebaut sind und vergleichbare Funktionen erfüllen. Diese subjektiven Theorien stimmen auch inhaltlich in vielen Punkten mit wissenschaftlichen Theorien überein. Es ist daher kaum verwunderlich, dass Trainingsprogramme, die von einem defizitären Wissen bei Lehrkräften ausgehen, nur geringe Effekte aufweisen. Fazit: Lehrerinnen und Lehrer sind klüger als mancher Wissenschaftler (und vielleicht auch die Öffentlichkeit) denkt! Der Autor verdeutlicht, dass wir in Zukunft mehr auf den Erfahrungsschatz der Lehrkräfte schauen und diesen als Fundus wissenschaftlicher Theorienbildung nutzen sollten. (DIPF/Orig.)

The big four skills: Teachers’ assumptions on measurement of non-native students cognition

The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.