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What is Teacher Professional Development

Chapter 32
Handbook of Research on Teacher Education and Professional Development
Teacher instruction programs that help teachers to grow and learn as educators.
Published in Chapter:
A New Understanding of our Confusion: Insights from a Year-Long STEM Fellowship Program
Christopher Seals (Michigan State University, USA), Akesha Horton (Michigan State University, USA), Inese Berzina-Pitcher (Michigan State University, USA), and Punya Mishra (Arizona State University, USA)
Copyright: © 2017 |Pages: 23
DOI: 10.4018/978-1-5225-1067-3.ch032
Abstract
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.
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Chapter 4
The Shared Work of Learning: Lifting Educational Achievement Through Collaboration
Effective, structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.
Published in Chapter: The Shared Work of Learning: Lifting Educational Achievement Through Collaboration; From: Participatory Pedagogy: Emerging Research and Opportunities
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Chapter 31
Professional Development for Quality Teaching and Learning: A Focus on Student Learning Outcomes
Activities, programs, workshops, or seminars in which teachers participate to learn content- or skill-based information that is intended to help teachers on topics ranging from instructional practice to classroom management. The primary goal of teacher professional development is promoting student achievement.
Published in Chapter: Professional Development for Quality Teaching and Learning: A Focus on Student Learning Outcomes; From: Handbook of Research on Professional Development for Quality Teaching and Learning
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Chapter 13
The Universal Design for Learning in the Context of Brazilian Education: Challenges and Possibilities for Inclusive Education
The process by which the identity and professional character of teachers are built, involving their initial and continuing education, on-the-job training, development of their repertoire of knowledge, and their professional careers.
Published in Chapter: The Universal Design for Learning in the Context of Brazilian Education: Challenges and Possibilities for Inclusive Education; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 2
Quality Preparation of Mathematics and Science Teachers to Integrate ICT: Lessons from Learner-Centered Teacher Professional Development Approach
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Chapter 7
Teacher Education and Teacher Professional Development: Current Issues and Approaches
The process of improving and increasing capabilities of teacher through access to education and training opportunities in the workplace.
Published in Chapter: Teacher Education and Teacher Professional Development: Current Issues and Approaches; From: Handbook of Research on Teacher Education and Professional Development
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Chapter 5
Continuous Teacher Professional Development in a Time of Digitalization and Global Health Crisis
Activities and/or training sessions that enable pre- and in-service teachers to acquire new competencies or build on previously acquired competencies for quality and effective teaching.
Published in Chapter: Continuous Teacher Professional Development in a Time of Digitalization and Global Health Crisis; From: Embracing Technological Advancements for Lifelong Learning
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Chapter 17
Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model
The various processes by which teachers review, renew and extend their commitment as change agents to the moral purposes of teaching and by which they acquire and develop critically the knowledge, skills, planning and practice with students and colleagues through each phase of their teaching lives.
Published in Chapter: Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model; From: Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments
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Chapter 8
The Effect of Brain-Based Professional Development on Shifting English Language Teachers' Pedagogical Perceptions
The processes and activities designed to improve the professional knowledge, skills, and attitudes of teachers to enhance the learning of students.
Published in Chapter: The Effect of Brain-Based Professional Development on Shifting English Language Teachers' Pedagogical Perceptions; From: Paradigm Shifts in 21st Century Teaching and Learning
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Chapter 6
Hybrid Courses for Preparing Elementary Mathematics Specialists: Challenges, Successes, and Lessons Learned
Involves structured professional learning with the goal of influencing teaching practices to improve student learning outcomes. In this chapter, course sessions, readings, and assignments provide teacher professional development opportunities.
Published in Chapter: Hybrid Courses for Preparing Elementary Mathematics Specialists: Challenges, Successes, and Lessons Learned; From: Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education
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Chapter 6
Virtual Instructional Coaching: A Method for First-Year Teacher Professional Learning
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Chapter 8
Assessing K-9 Teachers' Computational Thinking Skills
Can strengthen and deepen the teachers’ pedagogical competence as well as content knowledge.
Published in Chapter: Assessing K-9 Teachers' Computational Thinking Skills; From: Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education
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