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Lin, Fou-Lai; Yang, Kai-Lin; Hsu, Hui-Yu; Chen, Jian-Cheng – Educational Studies in Mathematics, 2018
This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis…
Descriptors: Teacher Educators, Teacher Researchers, Mathematics Teachers, Teacher Improvement
Botham, Kathryn Ann – Innovations in Education and Teaching International, 2018
A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning…
Descriptors: Higher Education, Teacher Improvement, Teacher Participation, Questionnaires
Paul, Cassandra; West, Emily – Physics Teacher, 2018
As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new…
Descriptors: Science Instruction, Physics, Science Teachers, Observation
Flores, Maria Assunção – Teachers and Teaching: Theory and Practice, 2018
This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and…
Descriptors: Foreign Countries, Teacher Evaluation, Teacher Improvement, Personnel Policy
Llopart, M.; Serra, J. M.; Esteban-Guitart, M. – Teachers and Teaching: Theory and Practice, 2018
Within the broad range of literature on the funds of knowledge approach, several positive impacts have been documented. In particular, participating teachers have reported meaningful changes in their relationships with students' families as a consequence of the home visits. However, few studies have assessed the limitations of the approach, or…
Descriptors: Foreign Countries, Teacher Attitudes, Teacher Background, Cultural Background
Kunst, Eva M.; van Woerkom, Marianne; Poell, Rob F. – Vocations and Learning, 2018
Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring…
Descriptors: Goal Orientation, Faculty Development, Teacher Improvement, Teacher Attitudes
A Study on Turkish EFL Teachers' Beliefs about Assessment and Its Different Uses in Teaching English
Önalan, Okan; Karagül, Ali Emre – Journal of Language and Linguistic Studies, 2018
Teacher cognition research, which primarily focuses on identifying what teachers think, know and believe, is crucial to understanding teachers' perceptional structure as it relates to their instructional practices. Thus, teachers' cognition on assessment constitutes a significant research field not only in order to understand the foreign language…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers
Smit, Julie; Millett, Stephanie – Teacher Educator, 2021
This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master's level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army…
Descriptors: Low Achievement, Institutional Characteristics, Teaching Methods, Literacy Education
Lara-Alecio, Rafael; Tang, Shifang; Sutton-Jones, Kara L.; Irby, Beverly J.; Tong, Fuhui; Jimenez, David D.; Villarreal, Elsa G. – International Journal of Virtual and Personal Learning Environments, 2021
Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Professional Development, Inservice Teacher Education
Golden, Julie E. – Innovations in Education and Teaching International, 2016
Faculty development efforts for supporting online instructors represent a growing concern for higher education administrators. Providing online faculty with enriching experiences designed to improve practice, combat isolation, and share knowledge and resources is a challenge. This review examines the use of a community of practice (CoP) approach…
Descriptors: Communities of Practice, Online Courses, Faculty Development, Teacher Attitudes
Yirci, Ramazan; Karakose, Turgut; Kocabas, Ibrahim – Journal of Education and Practice, 2016
The purpose of this study is to examine the current literature and have an insight about coaching as a performance improvement tool at school. In today's world, schools have to survive and keep their organizational success in the highest level because of the high expectations from school stakeholders. Taking place in such a fierce competitive…
Descriptors: Foreign Countries, Coaching (Performance), Principals, Job Performance
Kaufman, David; Ireland, Alice – TechTrends: Linking Research and Practice to Improve Learning, 2016
As calls for accountability in our schools increase, teaching quality faces scrutiny and, often, criticism. These realities challenge teacher education programs to find new ways to ensure that their graduates will be effective in highly demanding work settings. In this article the authors draw on literature and practice examples to highlight ways…
Descriptors: Teacher Effectiveness, Accountability, Simulation, Teacher Education
Sun, Jingping; Przybylski, Robert; Johnson, Bob J. – Educational Assessment, Evaluation and Accountability, 2016
Despite the increased worldwide acknowledgment of the importance of teachers' use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers' capacity. Teachers generally…
Descriptors: Data, Formative Evaluation, Summative Evaluation, Information Utilization
Groves, Susie; Doig, Brian; Vale, Colleen; Widjaja, Wanty – ZDM: The International Journal on Mathematics Education, 2016
Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports on a small-scale research project, "Implementing structured problem-solving mathematics lessons…
Descriptors: Foreign Countries, Communities of Practice, Faculty Development, Teacher Collaboration
Inoue, Noriyuki – International Journal for Transformative Research, 2016
In Western cultures, subjectivity has often been seen as the "black sheep" of educational research because of its heavy emphasis on objectivity. Consequently many research initiatives in education share the assumption that objective reasoning should play a central role. However, mentoring teachers' practice improvement research often…
Descriptors: Educational Research, Mentors, Action Research, Case Studies