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Lada Smirnova – Mentoring & Tutoring: Partnership in Learning, 2024
Crediting Vygotsky in introducing perezhivanie, I argue that perezhivanie acts analogously to reflection in problem solving and much beyond that and can be used as a developmental tool for teachers. Analyzing teacher's perezhivanie, a "mentor" can better understand their practice. Teachers' perezhivanie is a psychological reaction to a…
Descriptors: Foreign Countries, Faculty Development, Mentors, Teacher Response
Kónya, Eszter; Kovács, Zoltán – Center for Educational Policy Studies Journal, 2022
We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in…
Descriptors: Faculty Development, Problem Solving, Lesson Plans, Teaching Methods
Stanley Richards; Nancy Zuckerbrod; Kristin De Vivo, Contributor; Kate Felsen, Contributor; Courtney Paulger, Contributor; Denis Udall, Contributor – Lucas Education Research, George Lucas Educational Foundation, 2021
This paper provides an overview of the research landscape for the kind of professional learning needed for project-based learning to succeed. The evidence is clear that such professional learning must ensure teachers are active, self-directed learners who receive support that is meaningful and relevant to their experiences and context. The authors…
Descriptors: Student Projects, Active Learning, Advanced Placement Programs, Inquiry
Alzayed, Zinab A.; Alabdulkareem, Rashid H. – Journal of Education for Teaching: International Research and Pedagogy, 2021
The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls' high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work.…
Descriptors: Foreign Countries, Communities of Practice, Teacher Collaboration, Faculty Development
Center for the Future of Teaching and Learning at WestEd, 2018
This latest installment in a series on teacher leadership describes how a learning cycle framework can provide a useful structure to support teacher leaders as they plan and facilitate powerful teacher-led professional learning. Teacher leaders have the potential to use learning cycles to strengthen teacher professional learning, making it more…
Descriptors: Teacher Leadership, Faculty Development, Teacher Collaboration, Learning Processes
Ronen, Ilana – Teacher Development, 2018
The current qualitative descriptive-interpretive study was adopted to explore the impact of organizational and personnel changes carried out during two years of college-school partnership on the partnership vision, as well as on the attainment of professional development improvement in science teaching and pre-service teacher education. The data…
Descriptors: College School Cooperation, Partnerships in Education, Preservice Teachers, Science Teachers
Linda D. Bloomberg – International Journal of Online Graduate Education, 2020
In the Spring of 2020, most educational institutions are rapidly having to convert to online education. Suddenly, instructors are no longer in the same physical space as their students. Separated from their students and colleagues, they are having to adjust their teaching approach rapidly, and are most likely learning as they go. This ubiquitous…
Descriptors: Electronic Learning, Teaching Methods, Success, Faculty Development
Joglar, C.; Rojas, S. P. – Research in Science Education, 2019
Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…
Descriptors: Barriers, Teacher Workshops, Chemistry, Physics
Biccard, Piera – Africa Education Review, 2018
This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed…
Descriptors: Reflection, Mathematics Teachers, Elementary School Teachers, Faculty Development
Abu-Arja, Sandy L. – ProQuest LLC, 2018
The 21st Century workforce must be flexible, adaptable, and innovative to stay competitive in today's fast-paced, ever-changing job market. Organizations play an important role in supporting the professional growth of its employees by offering various kinds of formal and informal professional development opportunities. While formal learning may be…
Descriptors: Leaders, Informal Education, Elementary Secondary Education, Bilingual Schools
Prince, Kyle – ProQuest LLC, 2016
With traditional teaching methods pervasive in the U.S., it is crucial that mathematics teacher educators and professional development leaders understand what methods result in authentic changes in classroom instruction. Lesson study presents a promising approach to developing reform-oriented instruction, as it is situated within the classroom,…
Descriptors: Mathematics Instruction, Teaching Methods, Case Studies, Teacher Attitudes
Weikel, Alison – Journal of Jewish Education, 2019
This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers' responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension…
Descriptors: Judaism, Religious Education, Course Content, Problem Solving
Anthony, Glenda; Hunter, Roberta; Hunter, Jodie – Professional Development in Education, 2018
Teachers' perceptions of students' capabilities are particularly important in efforts to support ambitious instructional reforms. In this paper, we explore one teacher's efforts to resolve conflicts and tensions as she engages with new practices associated with ambitious mathematics teaching. While many conflicts arose in the first year of the…
Descriptors: Faculty Development, Educational Change, Conflict Resolution, Mathematics Instruction
STEM and Model-Eliciting Activities: Responsive Professional Development for K-8 Mathematics Coaches
Baker, Courtney; Galanti, Terrie; Birkhead, Sara – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
This research highlights a university-school division collaboration to pilot a professional development framework for integrating STEM in K-8 mathematics classrooms. The university researchers worked with mathematics coaches to construct a realistic and reasonable vision of STEM integration built upon the design principles of model-eliciting…
Descriptors: STEM Education, Reflection, Instructional Design, Problem Solving
Palmer, Kathryn – Australian Mathematics Teacher, 2013
Reflection, or consciously thinking about our experiences, is the key to powerful learning. Reflection allows us to analyse our experiences, make informed changes based on our mistakes, maintain successful practices, and build upon or modify our past understandings based on new and emerging knowledge. This paper describes the author's journey…
Descriptors: Reflection, Foreign Countries, Mathematics Education, Coaching (Performance)
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