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Katherine Brodeur; Alicia Mrachko; Dylan Phillips; Bernadette Compton – Teacher Development, 2024
Traditionally, teacher candidate supervision models focus on evaluation rather than collaborative professional reflection. Through a university-district partnership, a new model was designed to disrupt this dynamic and draw on the expertise of practicing teachers to act as coaches. This case study describes the professional learning of novice…
Descriptors: Preservice Teachers, Coaching (Performance), Novices, Skill Development
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Paula Marcelo-Martínez; Carmen Yot-Domínguez; Carlos Marcelo – Teacher Development, 2024
In this study, the authors analyse how teachers use different social networks and if there are differences according to sex, age and level of education they teach. They establish the motivations for the use of social media by teachers. Through the analysis of data collected through a questionnaire administered to 429 teachers, the authors learnt…
Descriptors: Foreign Countries, Teachers, Teacher Attitudes, Social Networks
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Susan Chambers Cantrell; Kristen H. Perry; Brittany Manion – Teacher Development, 2024
In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers'…
Descriptors: Coaching (Performance), Interprofessional Relationship, Professional Development, Transformative Learning
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Bullough, Robert V. – Teacher Development, 2023
Only recently have researchers and practitioners become interested in teacher educator development and identity formation. The author explores the place of 'distant teachers' -- giants of the past whose lives and works prove powerful in self-formation. John Dewey and Boyd H. Bode are offered as examples of distant teachers; the development of the…
Descriptors: Teacher Educators, Teacher Educator Education, Professional Development, Professional Identity
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Hannah J. Kammet; Sharon M. Darling; Charles E. Dukes; Rangasamy Ramasamy – Teacher Development, 2024
In-service general education teachers receive limited pre-service training in Augmentative and Alternative Communication (AAC) systems and strategies. Therefore, pre-service training should expose general education teacher candidates to the field of AAC and its benefits. This study investigated the efficacy of an online professional development…
Descriptors: Preservice Teacher Education, Augmentative and Alternative Communication, Program Effectiveness, Knowledge Level
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McCoy, Selina; Lynam, Aoife M. – Teacher Development, 2022
The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers' technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 pre-service primary…
Descriptors: Technology Integration, Technology Uses in Education, Preservice Teachers, Field Instruction
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Broemmel, Amy D.; Rigell, Amanda; Jordan, Jennifer J.; Rearden, Kristin T. – Teacher Development, 2023
Decades of research indicate teacher dissatisfaction with traditional professional development (PD), while a growing body of research literature indicates the value of heutagogical and andragogical learning in PD. This case study examines the experiences of 43 preservice teachers as they took part in professional development book clubs as part of…
Descriptors: Books, Clubs, Professional Development, Preservice Teachers
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Gotch, Chad M.; Poppen, Marcus I.; Razo, José E.; Modderman, Sheri – Teacher Development, 2021
In this study, in the United States, the authors used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks. They further examined the relationship between self-efficacy and observed implementation of formative assessment practices in the…
Descriptors: Formative Evaluation, Assessment Literacy, Self Efficacy, Program Implementation
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Tay, Lee Yong; Ramachandran, Kalaivani; Ong, Woei Ling Monica; Towndrow, Phillip Alexander – Teacher Development, 2021
Continuous professional development is necessary for teachers to stay current with teaching and learning. However, teachers face tensions when they engage in such activities. From the sociocultural and distributed leadership perspectives, this case study investigates how a school, recognised for its excellence in staff well-being and development,…
Descriptors: Teacher Empowerment, Leadership Styles, Principals, Instructor Coordinators
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Clement, Tim; Howard, Duncan; Lyon, Eldon; Molloy, Elizabeth – Teacher Development, 2023
The teaching and learning that takes place in clinical settings has a significant influence on the practice of future health professionals. This article describes the use of a logic model and case study methodology to evaluate an online and face-to-face video-club, a novel professional development activity designed with the aim of improving…
Descriptors: Medical School Faculty, Logical Thinking, Models, Professional Development
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Baron, Christine; Sklarwitz, Sherri; Coddington, Nicholas – Teacher Development, 2021
This article reports on Year 2 of a three-year project to assess historic site-based teacher professional development programs. The intended focus was assessing pre-post Q-sorts and interviews of 29 teachers regarding how they see their work at historic sites affecting their professional development. However, data analysis revealed exceptionally…
Descriptors: Museums, Historic Sites, United States History, Historical Interpretation
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Fransson, Göran; Norman, Fredrik – Teacher Development, 2021
The call for digitalisation in compulsory and upper secondary schools implies the need for teachers to pursue professional development. Here, teachers' self-understanding may influence how they use, relate to and learn about digital technologies. The purpose of this article is to explore how a teacher's self-understanding influences his…
Descriptors: Technological Literacy, Technology Integration, Professional Development, Learning Strategies
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Larsen, Shannon; McCormick, Kelly – Teacher Development, 2022
This study builds on another project focused on primary grade teachers' integration of technology (screencasting). Original findings showed that participating teachers changed their practices to better align with research-based practices in early mathematics teaching. Two years later, the authors returned to the district to work with teachers from…
Descriptors: Educational Technology, Technology Integration, Mathematics Instruction, Professional Development
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Rose, Amanda L.; Sughrue, Jennifer A. – Teacher Development, 2021
Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers' (ACT) perspectives on…
Descriptors: Professional Development, Educational Needs, Beginning Teachers, Elementary School Teachers
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Edwards, Frances; Ogle, Dianne – Teacher Development, 2021
Increasingly, teachers are considered accountable for continuous improvement in student achievement. They are expected to integrate and analyse data from multiple sources in order to make decisions aimed at positively influencing student outcomes. Given the growing recognition of the importance of data-informed decision making in teaching, it is…
Descriptors: Data Use, Decision Making, Professional Development, Elementary School Teachers