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Direct linkBrady Nash – Journal of Literacy Research, 2024
Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes…
Descriptors: Digital Literacy, Critical Literacy, Media Literacy, Reading Instruction
Download full textKim, Mijung; McFeetors, P. Janelle; Jin, Qingna; Rose, Kerry; Carey, Jason; Miller-Young, Janice; Jamieson, Marnie; Adeeb, Samer – Journal of University Teaching and Learning Practice, 2023
Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…
Descriptors: Engineering Education, Pedagogical Content Knowledge, College Faculty, Student Centered Learning
Haresnape, Janet M.; Aiken, Fiona J.; Wynn, Nirvana C. – Open Learning, 2022
This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative…
Descriptors: Open Universities, College Faculty, Distance Education, Sharing Behavior
Dahl, Kari Kragh Blume – Power and Education, 2020
Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in…
Descriptors: Teacher Collaboration, Faculty Development, Situated Learning, Learning Theories
A Practitioner Inquiry of High School Teachers' Experiences Participating as a Community of Practice
Procter, Joe Don – ProQuest LLC, 2018
The focus of this study was to explore high school teachers' perceptions of self-directed professional development learning as participants in a community of practice. The questions for this study were: How did directing their own learning influence high school teachers' perceptions of their professional development? How did participating in a…
Descriptors: High School Teachers, Communities of Practice, Faculty Development, Teacher Attitudes
Beane, Rachel J.; Altermatt, Ellen R.; Iverson, Ellen R.; Macdonald, R. Heather – Journal of Geoscience Education, 2020
The National Association of Geoscience Teachers' "Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One's Career" has been offered annually since 1999. The five-day workshop with accompanying web resources employs a "whole faculty" approach to support geoscience faculty members during their…
Descriptors: Workshops, Program Design, Program Effectiveness, Faculty Development
Cheng, Xiao; Pan, Xunyi – Professional Development in Education, 2019
Through a discourse analysis of the qualitative data collected in an ethnographic approach, this study investigates learning emerging in an English teachers' professional learning community (PLC) at a Chinese secondary school in Shanghai. It explores the discourse features of situated interactions in two types of typical events occurring regularly…
Descriptors: English Teachers, Faculty Development, Communities of Practice, Secondary Schools
Lee, Shu-Shing; Seow, Peter; Jang, Hari – Asia Pacific Journal of Education, 2020
Teacher learning is key for quality teaching and learning. Schools leverage situated teacher learning to develop teachers' capacities. However, situated teacher learning is ambiguous. How teachers learn is shaped by socio-cultural factors. This paper elaborates upon a case study of situated teacher learning in Singapore in which teachers learn in…
Descriptors: Social Influences, Cultural Influences, Student Centered Learning, Case Studies
Savitz, Rachelle S.; Silva, Arsenio; Dunston, Pamela J. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2019
Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide…
Descriptors: Situated Learning, Literacy, Preservice Teachers, Attitude Change
