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Nathinee Jiarakul; Sasilak Khayankij; Cheerapan Bhulpat – International Education Studies, 2025
The parent educational process was developed by implementing Participatory Action Research (PAR), using Contemplative Education and Positive Psychology Coaching approaches. Herein, our aim is to promote emotional well-being for preschoolers aged 3-6 years. Participants included 9 parents and 9 preschoolers who were involved in the process for…
Descriptors: Parent Education, Preschool Children, Emotional Response, Well Being
Slingerland, Menno; Borghouts, Lars; Laurijssens, Sara; Eijck, Bregje van Dijk-van; Remmers, Teun; Weeldenburg, Gwen – European Physical Education Review, 2021
Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in…
Descriptors: Teacher Attitudes, Physical Education Teachers, Inservice Teacher Education, Professional Continuing Education
Murphy, Cliona; Smith, Greg; Mallon, Benjamin; Redman, Erin – Environmental Education Research, 2020
Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was…
Descriptors: Environmental Education, Sustainable Development, Active Learning, Inquiry
Martins-Loução, Maria Amélia; Gaio-Oliveira, Gisela; Barata, Raquel; Carvalho, Nuno – Journal of Biological Education, 2020
The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a…
Descriptors: Active Learning, Inquiry, Professional Continuing Education, Teacher Education
Murphy, Clíona; Mallon, Benjamin; Smith, Greg; Kelly, Orla; Pitsia, Vasiliki; Martinez Sainz, Gabriela – Environmental Education Research, 2021
Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve…
Descriptors: Professional Development, Professional Continuing Education, Teacher Education, Transformative Learning
Qablan, Ahmad Mohammad – EURASIA Journal of Mathematics, Science and Technology Education, 2019
This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program's activities on teachers' instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating…
Descriptors: Professional Development, Program Effectiveness, Professional Continuing Education, Teacher Attitudes
Buxton, Cory A.; Allexsaht-Snider, Martha; Kayumova, Shakhnoza; Aghasaleh, Rouhollah; Choi, Youn-Jeng; Cohen, Allan – Journal of Research in Science Teaching, 2015
In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to…
Descriptors: Middle School Teachers, Science Teachers, Faculty Development, Inquiry
van Aalderen-Smeets, Sandra I.; van der Molen, Juliette H. Walma – Journal of Research in Science Teaching, 2015
This article provides a description of a novel, attitude-focused, professional development intervention, and presents the results of an experimental pretest-posttest control group study investigating the effects of this intervention on primary teachers' personal attitudes toward science, attitudes toward teaching science, and their science…
Descriptors: Elementary School Teachers, Teacher Attitudes, Scientific Attitudes, Faculty Development
McNicholl, Jane – European Journal of Teacher Education, 2013
Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…
Descriptors: Foreign Countries, Biology, Science Teachers, Faculty Development
Underwood, Kathryn; Trent-Kratz, Marion – School Community Journal, 2015
Increasingly, governments are seeking ways to integrate early childhood education and care services as a social policy strategy to maximize child and family outcomes. This study examines the role of a school-based parenting and family literacy program to a system of services in one community in Ontario, Canada. Using an appreciative inquiry…
Descriptors: Foreign Countries, Early Childhood Education, Family Literacy, Parent Education
Morrison, Judith A. – International Journal of Science and Mathematics Education, 2014
The impact of a professional development experience involving scientists and fourth to eighth grade teachers of science was explored. Teachers attended a summer program at a research facility where they had various experiences such as job shadowing and interviewing scientists. They also participated in authentic inquiry investigations and planned…
Descriptors: Scientists, Science Teachers, Faculty Development, Summer Programs
Kazempour, Mahsa; Amirshokoohi, Aidin – International Journal of Environmental and Science Education, 2014
The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…
Descriptors: Science Teachers, Inquiry, Active Learning, Science Instruction
Kapanadze, Marika; Eilks, Ingo – EURASIA Journal of Mathematics, Science & Technology Education, 2014
After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred…
Descriptors: Foreign Countries, Science Education, Educational Change, Active Learning
Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy – Journal of Science Education and Technology, 2012
In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…
Descriptors: Cooperation, Program Effectiveness, Science Teachers, Scientists
Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge – Cogent Education, 2015
This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…
Descriptors: Professional Continuing Education, Faculty Development, Science Instruction, Inquiry