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.

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.

Workplace education and training : are TAFE teachers prepared for their evolving roles?

The implications of the research are that many TAFE teachers are ill-equipped to perform the roles, that, in the future, may well be expected of them. The reasons for teachers not being competent in a number of areas appear to include a lack of investment in human capital, a lack of adequate teacher training and a lack of relevant staff development contributing to many having neither the knowledge nor the skills to fulfil their evolving roles.

Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.

Moments of disruption and the development of expatriate TESOL teachers

TESOL teachers, like mainstream teachers, often experience key incidents in their professional development. In expatriate TESOL, however, unfamiliar cultural and linguistic contexts may disrupt teachers' sense of both professional and personal identity. In this article, narratives constructed from interviews of teacher experiences document a selection of critical events and discuss their implications for professional development in TESOL. Teachers reported that deep reflection on their experiences led to a re-conceptualisation of their professional and cultural identities. The analysis of their reflections may have significant implications for TESOL work in the context of the global and the local. The narratives specifically explore teachers' initial experiences of readjustment, awareness of differences in expectations of their roles as teachers, the impact of being perceived as representatives of 'Western' culture, and their re-appraisal of the educational and cultural-linguistic values of 'home'.

Myths, mysteries and mates : the experiences of culturally diverse early childhood student teachers.

An initial finding of a PhD study to explore the experiences of culturally diverse early childhood student teachers was that participants found the first year of study the hardest, with peer friendships being critical to success. Through narrative interviews, recent early childhood teacher education graduates reported that making friends proved to be an important survival strategy, restoring a positive sense of self. Vartuli (2005) highlighted the importance of positive self-perception in student teachers, linking this to ongoing teaching practice. This paper discusses the importance of student friendships in relation to successfully completing the first year of teacher education.

Design of a virtual reality training system for micro-robotic cell injection

This paper discusses the design of a virtual reality (VR) training system for micro-robotic cell injection. A brief explanation of cell injection and the challenges associated with the procedure are first presented. This is followed by discussion of the skills required by the bio-operator to achieve successful injection, such as accuracy, trajectory and applied force. The design of the VR system which includes the visual display, input controllers, mapping strategies, haptic guidance and output data is then discussed. Initial evaluation of the VR system is presented including analysis and discussion based on conducted user evaluations. Finally, given the findings of the initial evaluation, this paper concludes that an effective haptically-enabled virtual cell injection training system is feasible, and recommendations for improvement and future work are given.

Teachers' aides training and professional learning in mainstream secondary schools

 Dianne Gibson investigated the training and professional learning needs of teachers’ aides supporting students with disabilities in mainstream secondary schools in Victoria, Australia. Using survey and focus group methods, analysis showed that teachers’ aides perceived they had participated in training and professional learning to effectively perform work-related items and student-related tasks.

Egocentric speech in the works of Vygotsky and Piaget: educational implications and representations by teachers

This paper presents an applied qualitative and quantitative study and seeks to understand egocentric speech according to Vygotsky and Piaget and, through a literature review, the educational implications of Vygotsky and Piaget’s ideas. Additionally, the representations of these ideas by fifteen teachers of basic education are investigated. It is important to understand egocentric speech in Vygotsky and Piaget. Despite the differences in how they conceive its nature, functions and implications, for both, egocentric speech is intrinsically linked to and facilitates our understanding of child development. Regarding the representation of teachers who criticized children who used egocentric language, when teachers established any negative consequences of such language, they attributed it to the affective and moral aspects as well as to cognition. However, their approach was more practically oriented than those found in the psychological theories addressed. Therefore, this study aids in understanding the limits and scope of teacher-training courses.

Effect of concurrent training on gender-specific biochemical variables and adiposity in obese adolescents

Objective The purpose of the present study was to analyze the effects of a 20-week concurrent training (20 WCT) intervention program on gender-specific body composition and metabolic variables in obese adolescents.Subjects and methods Sample was composed of twenty-five obese adolescents, aged between 12 and 15 (13.4 ± 0.96) years. Fat-free mass (FFM), percentage trunk fat mass (TFM%) and percentage fat mass (%FM) were evaluated through dual-energy X-ray absorptiometry (DXA). Measurement of intra-abdominal adiposity (IAAT) was performed using ultrasound. Blood pressure was measured and blood samples analyzed for total cholesterol (TC), high-density lipoprotein cholesterol (HDL-c), low-density lipoprotein cholesterol (LDL-c), triglycerides (TG) and plasma glucose. All participants performed the concurrent training (combination of weight training and aerobic training) three times per week, one hour per day, for 20 weeks. Descriptive analysis and analysis of variance (ANOVA) for repeated measures were used to compare baseline, 10 week and 20 week moments using the Bonferroni post-hoc test. Statistical significance was set at p < 0.05. Significant decrease in TC, LDL-c and TFM% were verified in both genders after the 10 initial weeks of concurrent training.Results A significant increase in height was found in both the male and female groups (p = 0.001 and p = 0.047, respectively), after 20 weeks of concurrent training. In addition, several modifications were observed in body composition and metabolic variables, with a significant decrease in BMI (p = 0.002 and p = 0.017), BMI z-score (p = 0.033 and p = 0.004), FM% (p = 0.002 and p = 0.002), TFM% (p = 0.009 and p = 0.018), TC (p = 0.042 and p = 0.001) and LDL-c (p = 0.006 and p = 0.001) in the male and female groups, respectively, after 20 weeks of intervention when compared with baseline.Conclusion Our results identified that concurrent training was an effective intervention for treating metabolic variable and body composition disorders, in both genders, by decreasing adiposity with consequent improvement in BMI and BMI z-scores, and enhancement in lipid profile variables.

Impact of functional training on cardiac autonomic modulation, cardiopulmonary parameters and quality of life in healthy women

Coordenação de Aperfeiçoamentode Pessoal de Nível Superior (CAPES)

Regulation of cardiac microRNAs induced by aerobic exercise training during heart failure

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

History and Epistemology of Science in the Classroom: The Synthesis of Quinine as a Proposal

The history of the quinine synthesis can be used as a case study to emphasize that science is influenced by social and historical processes. The first efforts toward the synthesis of this substance, which until recently was the only treatment for malaria, were by Perkin in 1856 when, trying to obtain quinine,,. he synthesized mauveine. Since then, the quest for the total synthesis of quinine involved several characters in a web of controversies. A major step in this process was made in 1918 by Rabe and Kindler, who proposed the synthesis of quinine from quinotoxine. Twenty-six years later, after obtaining the total synthesis of quinotoxine, Woodward and Doering announced the total synthesis of quinine. However, the lack of experimental details about Rabe and Kindler's process, associated with Woodward and Doering's failure to reproduce it, raised a series of doubts about the synthesis. Stork and colleagues questioned the veracity of the experimental data and even the scientific reputation of the involved researchers. Doubts remained alive until 2008, when Williams and Smith reported, not without reservations, the reproducibility of Rabe and Kindler's protocol. The scientific knowledge as a social and historical development, its legitimating process, and the absence of neutrality in science constitute aspects that can be discussed from this case study, providing significant contributions to science education, in particular, to the initial or continued training of chemistry teachers.