A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes

Antoniou, Panayiotis; Kyriakidēs, Leōnidas

doi:10.1016/j.tate.2012.08.001

Cited by 127 publications

(65 citation statements)

References 29 publications

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“…These teaching video clips serve as vicarious experiences (Bandura, 1986) for science and mathematics teachers. In addition, they also meet teachers' needs for authentic teaching practice (Antoniou & Kyriakides, 2013).…”

Section: Discussionmentioning

confidence: 99%

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Tuan¹,

Chin

2016

Int J of Sci and Math Educ

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The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based teaching. Twenty-five inservice high school science and mathematics teachers participated in a 9 weeks, 4 h per week PD course. Data collection included the pre-post Inquiry Teaching Efficacy Questionnaire [ITEQ], teachers' reflective journals posted on the MAIT website, teachers' assignments requested by the course instructor, and follow-up teachers' interviews. Findings revealed that both mathematics and science teachers' conceptions of inquiry teaching show significant improvements after the course. The mixed delivery PD course had the same influence on science and mathematics teachers. The authentic video clips and lesson plans provided on the MAIT website and the specific feedback toward teachers' performance are the main factors that shaped teachers' inquiry-based teaching conceptions.Keywords Conceptual change . Conceptions of inquiry-based teaching . Self-efficacy . Teacher professional development . Web-based mentoring system Int J of Sci and Math Educ

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Section: Discussionmentioning

confidence: 99%

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Tuan¹,

Chin

2016

Int J of Sci and Math Educ

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“…Working on teacher transformation, multiple models have been presented that combine in their analysis the teacher as part of community learning and the teacher as a reflective practitioner. (Antoniou & Kyriakides, 2013;Clarke & Hollingsworth, 2002;Lai, 2015); in such models teachers are viewed as learners and the 'school as [a] learning community'. Their investigation of school teachers over a lapse of three months, Ross and Bruce (2007) suggest that 3 techniques are involved in the progress of teachers: self-observation, self-assessment, and selfreflection.…”

Section: Teachers As Reflective Practitionersmentioning

confidence: 99%

Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan

Ahmed

Hussan

Safiullah

2016

GRR

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Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.

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“…Other researchers study the features of teacher education programme design for developing a deeper understanding (Antoniou & Kyriakides, 2013;Antoniou, Kyriakides, & Creemers, 2011;Blank & de las Alas, 2009;Broad & Evans, 2006;Timperley, Wilson, Barrar & Fung, 2007;Watson & Beswick, 2011;Yoon, Duncan, Lee, Scarloss & Shapley, 2007). Timperley, Wilson, Barrar and Fung (2007) analysed teacher education programmes in terms of the content and process of the programmes and categorised 84 design features of programmes.…”

Section: Introductionmentioning

confidence: 99%

Turkish primary science teachers’ perceptions of an ideal teacher education system

Korkmaz¹,

Altındağ²

2017

CJES

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The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system components as perceived by pre-service science teachers. Descriptive statistics were used to analyse the data. The results of this study showed that the Turkish pre-service science teachers defined the ideal teacher education system components as the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum and professional development process. The results and implications of this study are discussed in the context of teacher education studies.

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A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes

Cited by 127 publications

References 29 publications

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan

Turkish primary science teachers’ perceptions of an ideal teacher education system

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