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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.
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.
Curriculum and Instruction Commons, Elementary Education Commons, and the Teacher Education and Professional Development Commons . Recommended Citation Muir, T., Deed, C., Thomas, D., & Emery, S. (2021). Achieving Teacher Professional Growth Through . Professional Experimentation and Changes in Pedagogical Practices. Australian Journal of Teacher
rofessional development strategy and learning outcome in 2015-2019. A systematic review was used in analyzing 267 articles pu. lished between 2015 and 2019 in the Teaching and Teacher Education. The findings showed that the trend of professional development strategy is more collaborative and using collegial learning environment, and the trend ...
Summary. i. Reviewing the evidence on how teacher professional development afects student achievement. Of the more than 1,300 studies identi-fied as potentially addressing the efect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearing-house evidence standards, attesting to the ...
improving their craft. Typically, a professional learning community consists of a team of teachers that meets regularly to learn new topics, share ideas, and problem solve. Teams determine the topics they want to learn and the methods they want to use to gain the knowledge. A team might read and discuss articles or books. A facilitator or
A fundamental aim of history teaching is the development of students’ meaning-making processes related to aspects of history. Opening up this relationship between students and history subject concerns explicit and well-communicated pedagogical strategies and decisions made by the history teacher. However, teachers often
The Team Teaching and Learning (TTL) approach to professional learning resembles a laboratory ap-proach to teaching, which “focuses on long-term strat-egies intended to increase student achievement by im-proving the very foundation and quality of teaching and, in turn, student learning” (Haug & Sands, 2013, p. 198).