Search

This article discusses a strategy for improving school science education in England through the continuing professional development of science teachers in the national network of Science Learning Centres. It presents evidence about effective continuing professional development, and considers the range of focuses and methods relevant for the continuing professional development of science teachers. Readers are encouraged to submit their contributions to the discussion. [ABSTRACT FROM AUTHOR]

Interviews with ten middle-aged, experienced teachers, reveal several stages of teacher career development. (MLF)

The purpose of this study was to examine the effects of strategy instruction with an emphasis on oral language and dramatization on the quality of first graders' procedural papers. Participants were 121 first grade students who attended a rural school and six teachers. Students and teachers were randomly assigned to condition. Instruction lasted for 9 days and professional development and coaching were based on video and online observations. Teachers completed an efficacy questionnaire at the beginning and end of the study and participated in interviews. Twenty students (n = 10 treatment) were also interviewed at posttest. Statistically significant differences were found for writing quality with the treatment group outperforming the control (p <.001). The Professional Development (PD) and coaching via videos were positively perceived by teachers. Implications for future research and limitations are also discussed. [ABSTRACT FROM AUTHOR]

The ancient Greeks honoured the concept of kleos (κλέος) aphthiton, eternal renown. An ancient Greek hero earned kleos through great deeds, up to and including his own death. However, the Greeks also believed that kleos could be earned through feats of intellectual procreation. Publication is thus the modern avenue for an academic to earn kleos. The young academic must perforce make an Achillean choice, to go with the mainstream flow and pragmatically publish only that which is needed or required for career advancement - the more facile path - or to strive to produce respectable papers over and above that which is strictly required. The latter is a much more onerous path, but one that is ultimately satisfying and eventually even becomes pour le sport: for fun. [ABSTRACT FROM AUTHOR]

This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non-observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under-researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. [ABSTRACT FROM AUTHOR]

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, 'What does the research literature tell us about the characteristics of research into professional learning across professions?' We identified and synthesised primary research involving post-qualification professionals' professional learning. We searched seven databases using terms such as 'professional learning', 'professional development' and 'continuing education' from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross-professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in 'style' between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication. [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including adaptive, socio-emotional and metacognitive competences, a holistic framework for teaching in the digital era in terms of teachers' career perspectives, and a study of teacher professional development programme.

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers' individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice. [ABSTRACT FROM AUTHOR]

This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015–2017 with 20 graduates. The main objectives of the evaluation were to verify and maintain a good quality of the input and the possibility to bring this input into the daily work of teachers. Through the formative process orientation, we as program administrators were enabled to integrate many insights directly into the further development of the course. The described process shows how and to what extent PFL could be positively shaped by feedback from teachers and our reflection on it. In this way we were able to meet the needs of the participants without losing sight of PFL's goal. Targeted interventions enabled us to achieve most of the two main objectives of the study. [ABSTRACT FROM AUTHOR]

Copyright of Acta Psiquiátrica y Psicológica de América Latina is the property of Acta Psiquiatrica y Psicologica de America Latina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we examine contemporary academic working lives, with particular reference to teaching- only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight. [ABSTRACT FROM AUTHOR]

Drawing on Bernstein's concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and 'evidence' is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise. [ABSTRACT FROM AUTHOR]

Participating in this special issue has given me the opportunity to reflect on my career in terms of the choices I made, the lessons I learned, and the missed opportunities. I start with a brief history of my academic career to provide context for some of the lessons I have learned. After the chronological history, I discuss lessons learned, missed opportunities, and offer my thoughts on teaching, research, publishing, and service to the academic profession. I conclude with some takeaways that may be useful to doctoral students and junior faculty. [ABSTRACT FROM AUTHOR]

This paper used three participatory methods- children's drawings, photographs, and group interviews- along with a short questionnaire to explore Grade 6 pupils' experiences and perceptions of the private tutoring (PT) they had received in Nur-Sultan, Kazakhstan. The questionnaire data suggest that 316 out of 406 (79.87%) attended PT. The qualitative data from 30 pupils reveal that the participants' motives of having PT ranged from adult-imposed reasons (e.g. complying with parents' wishes by studying for an elite school place) to reasons associated with achieving their ideal selves by boosting their interest in learning and imagining themselves working/studying abroad or pursuing an international career. The participants acted as proactive agents by explaining not only the PT benefits but also its disadvantages, including the unethical practices of some schoolteachers, increasing tiredness and it being a potentially unfair advantage in a competitive context. This study suggested pedagogical implications and areas for ongoing research. [ABSTRACT FROM AUTHOR]

The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky's socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics. [ABSTRACT FROM AUTHOR]

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of 'epistemic living spaces', the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts. [ABSTRACT FROM AUTHOR]

In this application paper, we present an analytical process to identify teaching/learning (T/L) methods used in leadership education. Applying this process to a global program for leadership development of healthcare professionals, we highlight nine methods that teachers most often used, and learners viewed as most impactful. Seven of the pedagogies identified were aligned with literature, indicating the applicability of the process for leadership education in general. We identified two methods that had not been previously or explicitly described and that learners validated as important: building a respectful and inclusive environment and sharing personal narratives. These methods appear critical for success in a diverse group of learners. The process we describe for analyzing T/L methods will be a useful addition for designers of leadership development programs. [ABSTRACT FROM AUTHOR]

The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and research-informed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features. Abbreviation ITE: Initial teacher education [ABSTRACT FROM AUTHOR]

Recent efforts to expand the profession of teaching and to enhance the career paths of teachers have led to the development and implementation of various incentive systems. The question of rewards for teaching and teachers has prompted considerable debate and discussion on performance-based or "merit" pay. However, few of the incentive systems implemented have investigated the psychological underpinning of rewards and teachers' career development. This paper discusses the psychological parameters of extrinsic and intrinsic rewards and the career development of teachers. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Chi-hung Ng on the nature of career goals in relation to professional learning by teachers, another by Cheryl Craig on one teacher's experiences of professional development over a 10-year period as well as a report by Ali Sahin on an exploration of the professional status of elementary teaching in Turkey.

This paper explores how reflective practice can act as a catalyst for change and ‘add value’ to the learning process of the partners involved in professional development programmes. The concept of added value is widely used in business and education but to what extent can the concept be articulated and realized? This paper provides some insight into how the process of reflection was introduced and sustained within professional development programmes. We evaluate and reflect upon four key interventions designed as a catalyst for change with the aim of enhancing the transfer and articulation of learning across the educational and the work community. We question if reflecting upon learning can add value and whether the partners involved in the learning process can support the transition from reflection, to action in order to maximize the change process. [ABSTRACT FROM AUTHOR]

Early career academics (ECAs) face multiple academic challenges as many assume their duties with little or no experience of the work employed. Formal organizational structures within the university space may set programs to assimilate and assert them into their responsibilities gradually. However, where do ECAs retreat to when the hierarchical and procedural spaces frustrate, belittle them, or fall short in their capacity? Our paper reflects on our use of the liminal space to engage in informal conversations that contribute to the advancement of our teaching and learning practices as ECAs. [ABSTRACT FROM AUTHOR]

The academic labor is divided between researching, teaching and fulfilling administrative tasks. After the Gelmini reform, research has gain a relevant weight for career advancement. According to the literature, women are more inclined to take on teaching and administrative tasks, due to a gender scheme which considers them as more suited to these tasks. They are less likely to reach top positions and achieve them at a slower pace. In this paper we explore the role of teaching tasks in the trajectories of a group of Italian female academics, investigating the paths of adaptation/resistance to the new rules of competition. Through fifteen qualitative interviews it emerges teaching is an anchoring element: our interviewees perceive the direct relationship with students as indispensable to the achievement of professional satisfaction, or they consider the investment in this area as a potential gateway to an academic career. Some have experienced pressing demands for fulfilling both teaching and administrative tasks. [ABSTRACT FROM AUTHOR]

(Shulman, L. 2005a. "Signature Pedagogies in the Professions." Daedalus 134 (3): 52–59) presented a call to action for disciplines to rethink how neophytes are prepared for the work place, asking professions to interrogate their signature pedagogy. While some pedagogies are more mature, particularly those with well forged professional pathways and publically recognised ways of thinking and doing within the profession there are others that are still evolving. The push for professionalisation of sports coaching has also led to an increased need to provide quality coach education. Many of the developments in this area have focused on the 'what' to deliver within these sessions, with minimal focus on the 'how' to deliver it. This paper attempts to synthesize the current literature in coaching and coach education as a means to assess if a signature pedagogy exists. Further we aim to highlight the key components that can be further researched to ascertain the strength of a potential signature pedagogy. [ABSTRACT FROM AUTHOR]

This paper explores how changing an approach from a traditional behaviour model to that of a trauma-informed lens for children who have experienced adverse childhood experiences from abuse, neglect, violence or witnessing violence in the home, grief and loss (death, divorce, unnatural events) can have an impact on their engagement to learning and emotional challenges. This study comes from a strengths perspective acknowledging students' character strengths that can be built on for overcoming adversity. It aims to put forward a framework from a trauma-informed lens to support teacher capacity to strengthen the use of interventions that contribute to improved student engagement. Research collected through seven teachers' narratives examines the complex relational, behavioural and cognitive learning needs of these students and their teachers' needs to feel empowered to teach in an inclusive classroom or innovative learning environment. The study aims to suggest that all children can beneft from trauma-informed principles and pedagogy as protective factors enhancing resiliency. The key fndings of the study was that frameworks need to be tailored to the needs of the individuals. The interventions used to meet specifc goals need to be explicit, planned and purposeful. A proactive strengths-based approach in an inclusive environment through a trauma-informed lens is required for best outcomes. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a study that explored the link between teachers' views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively selected. In all, eight chemistry teachers in six schools participated in the study. Five out of six cases we studied reported that the challenges the schools faced impeded the implementation of IBST. These challenges included lack of awareness of the IBST strategy, limited laboratory facilities and equipment, insufficient textbooks and overcrowded classes. In all, the views of teachers from the six cases suggested that, before embarking on the implementation of inquiry-based science teaching, it is vital to first consider a given school's teaching and learning resources, teacher capacity and motivation as essential factors that support the effective implementation of such innovation. Teachers' voices in all six cases also suggested that IBST implementation requires teacher development that focuses on their actual teaching needs and contextual challenges to optimise innovation outcomes. Three relationships between school implementation context and preferred professional development initiatives emerged. Teachers in private schools with or without resources and independent of class sizes require government-initiated and expert-led provision. Teachers at government schools with limited resources and large classes suggest expert-led workshops with a focus on sharing experiences during the workshops and on return to school. Teachers at government schools with previous access to centralised professional development and sufficient school resources (including improvised materials) indicate the need for in-school support from a professional learning community to strengthen the implementation of IBST. [ABSTRACT FROM AUTHOR]

Dynamic representational technologies (DRTs), influenced by the seminal work of James Kaput and colleagues, have been in use in mathematics classrooms for decades. In this paper, we analyze 24 classrooms in the United States where teachers support students' conceptual learning with technologies that support explorations of dynamic connections both within and across mathematical representations. These DRTs, built in alignment with Kaput's principles, form part of a curricular activity system that embeds a central pedagogical routine. Yet despite the use of common DRTs, lessons, and professional development, classroom teaching practices varied widely. We characterize and analyze levels of technology use, which vary from using the technology as a static resource to taking advantage of dynamism to support students' emerging explanations of mathematical concepts. There are important implications for further research into classroom use of DRTs and, more broadly, for curriculum developers and teacher educators. [ABSTRACT FROM AUTHOR]

GMITprovide a range of student engagement and teaching development opportunities to support retention and to empower learners to be successful at third level and in their future careers. GMIT has faced a number of challenges including: supporting students as they transition into higher education; retaining students on STEM programmes; developing the teaching community; an increasing demand for academic writing and maths support; research and academic integrity; and the need to support students as they transition out of higher education and into employment. In 2015, in response to these challenges, GMIT agreed strategic priorities and assigned resources to develop initiatives across various functions and academic departments. This paper will present the student success model that emerged in GMIT in 2019, following the collaboration of multiple functions and discipline groups. This paper will discuss initiatives in GMIT that enable student success, support student engagement, promote employability and the professional development of teaching in higher education. [ABSTRACT FROM AUTHOR]

In supporting their students' learning in the classroom, noticing is an important professional skill for teachers, encompassing perceiving and interpreting relevant incidents, as well as ad hoc decision-making. While noticing is an established research topic in other domains, it remains largely neglected in relation to the geography teacher. The paper compares the noticing skills of geography teachers at three different stages of their professional development. Qualitative content analysis of teachers' think-aloud responses to video vignettes of geography teaching revealed that the three groups differed in terms of number of incidents perceived, interpretive stance, and decision-making. [ABSTRACT FROM AUTHOR]

The ability to write is central to students' success at school and beyond, and key to this success is the design and implementation of classroom learning experiences. Teachers' writing lessons are informed by their beliefs about learning, their writing content knowledge and pedagogical content knowledge. This knowledge supports their interpretation of curriculum documents and their ability to navigate resources for planning and implementing writing lessons. And for teachers who require further development of that content and pedagogical content knowledge, writing teaching becomes problematic. Media and government reports about the decline in writing performance in national and international assessments such as NAPLAN necessitates writing pedagogies research. Findings shared in this paper emerge from a larger project examining literacy demands in New South Wales classrooms across transition points of school. This paper examines two instances of classroom-based practice where students in two consecutive academic school years (Year 2 and 3) with two different teachers participated in a persuasive writing lesson about the same topic - Are cats better than dogs? Analysis of the pedagogical interactions and use of resources provide insights into teacher content knowledge, pedagogical approaches and the subsequent impact on student learning. These findings point to the need for better understanding about the demands on teachers to support students' development of genuine and empowering writing skills. Consequently, the paper argues for professional development that deepens teacher content and pedagogical content knowledge for pedagogies that can better support student writing. [ABSTRACT FROM AUTHOR]

This paper reports about professional learning related to mathematics instruction in student-teaching triads. The study focuses on how the joint work of triads offers opportunities for the professional learning of student teachers (interns), mentor teachers, and supervisors. Two elementary student-teaching triads reported different areas of and opportunities for professional learning related to mathematics instruction, with more areas and richer opportunities reported by the triad with more extensive collaboration among its members. Findings suggest the need for professional development activities in which mentors and supervisors can examine their stances toward joint work and professional learning in triads. [ABSTRACT FROM AUTHOR]

In this paper we present an exploratory research on a theoretical sample of 326 students. The topic targeted for analyzing the concept of professional aspirations of students in the last high school classes, the way in which the students see their integration into the labour market, the sources of information used in the choice of the faculty and career in general. The research involved a survey based on a questionnaire applied on a sample of 4 high schools from Galaţi and Iaşi (on 4 high school categories, depending on the percentages obtained for the baccalaureate exam). In each high school a questionnaire was applied to a sample of full-time students in the last high school classes (XI and XII), who are in the state education system. The paper had several main objectives: identifying students' motivation to pursue higher education after completing high school studies, identifying the proportion of students' propensity to migrate to another country, identifying students' sources of information in decision-making for their professional future, evaluating the professional interests of students, identifying how students assess their own educational training. The six hypotheses of the research are strictly related to the instrument used and the theoretical sample. The pedagogical dimension of the research is taken into account in the assessment made by the students of the teaching staff regarding the methods of teaching and evaluation. Finally, we mention some of the research conclusions. We found that the majority of students considered it appropriate to pursue higher education. We noticed the students' retention to migrate at any cost, while at the same time having the opportunity to be realized in Romania. Identifying students' information sources in decision-making for the professional future: the intimate circle of acquaintances remains priority and less of counsellors or psychologists. Evaluating the professional interests of students: the professions indicated by the students are very diverse and the legitimate interest is related to personal skills rather than the situation of the occupation/profession on the labour market. Identify how students assess their own educational training: differentiated on the assessment of the institutional educational climate and the assessment of parental control. Data was processed using SPSS. The chi-square test was calculated between the studied groups and the internal consistency of indicators used by means of the Alpha Crombach coefficient. This research is an applicative and descriptive one; it has the role of identifying and describing the characteristics of some realities in the educational area. [ABSTRACT FROM AUTHOR]

In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present-day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence-based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term 'dark' to comprehend challenges, situations, reactions, aims and goals, which cannot easily be understood and solved by agendas of quality assurance and professionalisation of higher education. We need to understand better why gender issues or ethnic conflicts emerge, and why students take up arms, within an institution which is thought to be inclusive, inviting and open to all kinds of people and cultures. And we need to study the educational potential of days of boredom or isolation, caught up in daily routines of teaching or studying which do not lead anywhere or give way to any productive work. These matters have not been sufficiently researched and conceptualised as meaningful in themselves. We aim here to open a space for insights through the concept of darkness presented in this paper. In order to make educational darkness palpable we draw on the philosophies of darkness found in the work of Friedrich Nietzsche and Emmanuel Levinas. Through those philosophies we argue that the growing darkness within higher education is not a symptom we should fear and avoid. Having the ability and courage to face these darker educational aspects of everyday higher education practice will enable students and teachers to find renewed hope in the university as an institution for personal as well as professional imagination and growth. [ABSTRACT FROM AUTHOR]

Teachers have a great impact on the students' career and the right direction showed by the teacher's results in always better life in both professional and personal. This paper indicates the concept of inductive teaching methodology such as prototypes; project based learning, case studies, inquires learning and gain of in-depth knowledge in engineering colleges at Bengaluru and also included challenges and implementation part of the inductive teaching to the students' community. [ABSTRACT FROM AUTHOR]

This study looks into the two important pedagogical strategies of teaching based on the author's experiences: constructive alignment and experiential learning. The researcher proposes that English language teachers should not only master the theories, concepts and principles of teaching and learning, but rather they have to try, to use, re-apply, re-invent, re-develop, implement, and evaluate their pedagogical strategies that work to a certain subject or course or to a certain class of students. This paper concludes with some best practices in teaching and learning that will lead to quality improvement and professional growth. This paper uses the descriptive type of research through documentary analysis and reflective observation. The findings show that whatever type of pedagogical strategies will be used inside the classroom, should not matter at all, as long as the strategies fit the students' learning styles and preferences. The question: "What have my students learnt after the course?" should be expounded by this piece of work. [ABSTRACT FROM AUTHOR]

This paper examines the methodological issues pertaining to study group facilitation assisted by representations of teaching. The study groups, which comprised high school geometry teachers, aimed at achieving two goals: enhancing professional development among teachers and studying the practical rationality of geometry teaching. Therefore, session facilitation involved playing two roles that were often contradictory. A specific co-facilitation model was developed to achieve both goals. This paper examines the characteristics of the discourse of each of the facilitators. The results of this study are used to explain how the facilitators' discourse created a relevant environment for achieving both goals. [ABSTRACT FROM AUTHOR]

Despite continuing interest in teacher reflection and an extensive body of research on peer assessment, the interaction between these areas has not been sufficiently investigated. This study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face-to-face lessons followed by written reflections of the student-teachers concerning their learning experiences. These reflections were presented for peer feedback - thereby initiating a community of reflecting peers ('co-reflection') - and were additionally subjected to instructor feedback under two conditions (full vs. diluted). Student-teachers' perception of their professional development that resulted from these co-reflecting communities were quantitatively evaluated (using a self-reported questionnaire) over a three-year period. An enhanced positive effect over the three-year period was found - regardless of the instructor feedback condition - as well as significant differences between parallel groups (higher for science vs. mathematics student-teachers). These are described in the first part of the paper, followed by an in-depth case study analysis in the second section. The case studies reported inclusive analysis of the students' written reflections and feedback. It provides an insight into the processes of co-reflection, identifies changes over time in the quality of reflections and feedback, as well as in the personal, professional and social development of the student-teachers, attempting to identify the mechanisms leading to these changes. Examples are cited to illustrate the ways in which the students developed and what activated their motivation for development. The case studies reveal two developmental models, one of external orientation and the other internal. These are characterized by a willing receiver and willing donor, respectively. The importance of a 'maturity interval', when the student is 'ripe' for developmental change, was also demonstrated. Offering an appropriate trigger at this mature point may stimulate crucial development. Teacher development is further interpreted in terms of interpersonal variables. The current paper may encourage teacher educators and student-teachers themselves to incorporate co-reflecting in their course planning and community planning. Ways may be designed to train student-teachers to offer and use feedback effectively. For feedback to be valuable, it should be reinforcing, challenging, thorough and sincere, radiate faith, and be of a friendly nature - it should be non-insulting and non-judgemental. They may be used for in-text as well as summary remarks. [ABSTRACT FROM AUTHOR]

In this paper, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. It appears from the literature, and from the authors' experiences, that there is little research into the professional development processes and needs of teacher educators, and that there is an assumption that competent, experienced school teachers will automatically become proficient teacher educators. In this paper, using a self-study methodology, the authors explore their experiences of constructing new professional identities as teacher educators. They use the analytical framework of 'communities of practice' as articulated by Lave and Wenger. The tensions and dilemmas inherent in being 'expert' teachers and 'novice' teacher educators are discussed, with particular focus on the complexity of developing professional connections with colleagues in the academic context, and on building new relationships with student-teachers. [ABSTRACT FROM AUTHOR]

This paper examines the participatory approach used by a group of academic support staff in evaluating an academic professional development resource designed to support e-learning and teaching. The resource, titled Designing Electronic Learning and Teaching Approaches (DELTA), showcases examples of electronic learning and teaching approaches developed at Monash University, Australia. The evaluation included individual and collective reflection, dialogue and action, drawing on the features of participatory action research. This paper explores the value of this critically reflective, participatory approach for evaluation to improve the use of new learning technologies, demonstrating how it provided a clear decision-making framework for iterative improvement of the DELTA site by identifying consensus items for action and recording other items for later consideration, while also contributing to team members' own professional development. [ABSTRACT FROM AUTHOR]

The study reported on in this paper is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland which has been in operation since 1999 and finished in 2008. The paper explores the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers. The theoretical basis to the study draws on previous research that conceptualises teacher learning/knowledge acquisition and the change process as being dependant on an interwoven mix of factors, including teacher, school and policy-level contexts and characteristics. To a large degree the findings of this study do not deviate wildly from this prior work, which suggests that policy-makers and planners of CPD programmes, despite their best intentions, still need to be cognisant of such factors. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the complex situation regarding the state of the international relations (IR) discipline in France. The paper analyses the development of IR within French academe, reviews the scholarly output of IR teaching and research institutions and makes proposals that could contribute to improving the situation.European Political Science (2009) 8, 239–253. doi:10.1057/eps.2009.7 [ABSTRACT FROM AUTHOR]

In this paper, we focus on professional development for senior academic staff, in particular, doctoral supervisors. Using an authentic case as an example of a long-term, comprehensive, and mandatory development program for senior staff, we analyse the challenges and benefits of such a program and identify issues for consideration. The main issues include: 1) the need for strong incentive structures initiated by the top management; 2) teaching principles that are aligned with the group of senior academics; and 3) a well-evaluated course that, in the long term, encourages supervisors to participate due to their inner motivation. [ABSTRACT FROM AUTHOR]

This paper explores current understanding of microlearning as an effective model for professional development. From a theoretical perspective, the authors explore the rationale for microlearning by considering literature on competency-based education (CBE) and microcredentialing. Existing research specifically focused on microlearning is then considered, including essential design elements for microlearning lessons. The discussion concludes with suggestions for both further research and practice including design and development of microlearning lessons for professional development. We argue that microlearning can be a powerful model if design is appropriate. [ABSTRACT FROM AUTHOR]

Middle-level administrators in African universities are often under-utilised in terms of their contribution to the administrative support for learning and teaching. They also have little access to professional development. This paper presents the findings of a study to develop a programme to enable these administrators to enhance their support for learning and teaching in their institutions. Following a selection process based on their own universities and programme workshop sessions, participants carry out projects to 'make a difference' to administrative effectiveness. Analysis of project reports and participant interviews shows that the projects had a real impact, and this remains ongoing in many cases. The programme design is evaluated, and key elements highlighted: a locally based selection process; international accreditation; a strength-based approach and authentic assessment involving a workplace project and reflection on learning. Educators who work in similar 'lower-income country' contexts may find it constructive to make comparisons with their own experiences. [ABSTRACT FROM AUTHOR]

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers' roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. [ABSTRACT FROM AUTHOR]

Copyright of Adult Education Discourses / Dyskursy Młodych Andragogów is the property of University of Zielona Gora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)