Attacking the articulation problem in teacher education

Barker, Robert G.; Scott, Shelleyann; Showers, Beverly

doi:10.14221/ajte.1997v22n2.1

Cited by 2 publications

(3 citation statements)

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“…DOI: 10.20535/2410-8286.166606 Fullan & Hargreaves (1992), Huberman (1989;1993), Sowder (2007, Goldschmidt & Phelps (2010), Mukan, Kravets & Khamulyak (2016). A considerable amount of literature has been published on preservice (Baker, Scott & Showers, 1997) and in-service (Mukan, Myskiv & Kravets, 2016a;Borko, Jacobs & Koellner, 2010;Avalos, 2011) teacher education. What we know about elements and principles of effective professional development is largely based upon studies of Ball & Cohen (1999), Van Veen, Zwart & Meirink (2012).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

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Despite an extensive body of research the issues of teachers' continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers' professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers' professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Ultimately, the flexibility with which learners can apply their knowledge and skills responsively to the context will be dependent on how comfortably and confidently they have been able to accommodate them within their existing repertoire of learning and teaching strategies. This principle emerges from the 'Articulation' model (Baker, Scott, & Showers, 1997;Scott, & Baker, 2003) which asserts that transfer occurs at 3 levels: horizontal, vertical, and executively.…”

Section: Principle 4 (Qualitative Differences)mentioning

confidence: 99%

“…The idea of value adding to student learning mirrors Bruner's theory of 'meaningful learning' which states that the quality of learning is enhanced when students understand through direct experience key concepts and how they relate to each other (McDevitt & Ormrod, 2007). Applying GBL to primarily value-add is encapsulated in the 'Articulation' model of transfer (Baker, Scott, & Showers, 1997;Scott & Baker, 2003) which contends that the probability of successful transfer of theoretical and practicebased knowledge can be increased by embedding intensive fully elaborated training designs for teacher education programmes (i.e., including theory-demonstration and peer micro-teaching components). We argue likewise.…”

Section: Adding Value To Pre-service Teachers' Selvesmentioning

confidence: 99%