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ABSTRACT. Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development.
In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning.
1. Introduction Teachers' professional development has become a major focus of school reform initiatives. As school reform strategies have evolved since the mid-1980s, policymakers, educators, researchers, and other members of the education community have gradually come to recognize that the kinds of changes in schooling and instruction envisioned by current reform efforts require fundamental ...
before in the history of education has there been greater recognition of the importance of professional development. Every modern proposal to reform, restructure, or transform schools emphasizes professional development as a primary vehicle in efforts to bring about needed change” (Guskey 1995, p.1).
During the 3-year study, the research team traced the principal elements and goals of the professional development programs (via pretests and posttests) from teachers' work with historians and other regional teachers to their subsequent design of lessons and engagement of students in similar experiences in the classroom and finally to students ...
They are, as teachers like to say, "thinking historically." While there are few easy ways to create these idealized classrooms, the experiences of one Teaching American History (TAH) grant revealed several lessons that might help strengthen the professional development of K-12 teachers.
before in the history of education has there been greater recognition of the importance of professional development. Every modern proposal to reform, restructure, or transform schools emphasizes professional development as a primary vehicle in efforts to bring about needed change” (Guskey 1995, p.1).
de the school" was perceived by all teachers as an issue. There was also 90.63 percent for "Schedules for professional development activities were not met"; 65.63 percent for "No proper implementation of the preset faculty development plan for the school year"; and 53.13 percent for.