Challenges influencing teachers' involvement in continuous professional development: A South African perspective

Geldenhuys, Johanna; Oosthuizen, Lizette Clarise

doi:10.1016/j.tate.2015.06.010

Cited by 74 publications

(69 citation statements)

References 20 publications

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“…This conclusion coincides with that of other researchers who have suggested that when it comes to in-service teacher training, the participants need to be involved in their own learning, for example, by taking part in planning and evaluation processes, and by defining and solving teaching problems (BRYAN, 2012;ESPINOSA;MERCADO, 2009;GELDENHUYS;OOSTHUIZEN;2015;GONZÁLEZ-WEIL et al, 2014;JOHN, 1991;LUFT;HEWSON, 2014;VOOGT et al, 2011). What seems clear from the analyses presented here is that this participation involved a commitment by each teacher to a particular way of promoting the construction of explanations in the classroom, as well as a commitment to the joint undertaking defined in the seminar.…”

Section: Final Reflectionssupporting

confidence: 89%

Contributions of Ethnography for understanding the training process of In-service Physics teachers

Vargas

Candela

2018

Ciênc. educ. (Bauru)

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This paper presents the results of an ethnographic study of two in-service physics teachers' participation in a seminar of the master's degree program on teaching science they are studying at the National Pedagogical University (UPN in Spanish) in Bogotá, Colombia. In it the two teachers work with an advisor to plan, implement and report the results of an educational proposal aimed at secondary school students. The ethnographic analysis yields elements for reflecting on continuing teacher education: the multiple meanings contained in the teachers' practices and shared assumptions; the work undertaken jointly between the teachers to explain, confront and negotiate these meanings; and the teachers' commitment to their students' development.

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Section: Final Reflectionssupporting

confidence: 89%

Contributions of Ethnography for understanding the training process of In-service Physics teachers

Vargas

Candela

2018

Ciênc. educ. (Bauru)

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“…Describing a similar definition of professional development-also called continuous professional development (CPD) (cf. Cordingley et al 2005;Geldenhuys andOosthuizen 2015)-Coldwell (2017, p. 189) While Coldwell (2017) hence focuses on the professional development of active teachers, it is worth noting that Fraillon et al (2014, p. 39) make a distinction between preservice and in-service professional development. In the context of this paper, the focus will be on in-service professional development.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

Drossel

Eickelmann

2017

Large-scale Assess Educ

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The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their competences in using new technologies constituting an essential prerequisite for the effective implementation of such skills. As models of school development and school effectiveness found teacher professionalization to be a key element with regards to student achievement as well as teachers' in-class use of new technology, the present research project conducts secondary analyses using data from the IEA International Computer and Information Literacy Study 2013 (ICILS 2013) regarding internal and external teacher professionalization. Particular emphasis is placed on the implementation of new technologies in class in a comparison between the education systems of Germany and the Czech Republic. A Latent Class Analysis serves the purpose of establishing a teacher typology with regards to technology-related professional development. This typology is subsequently used for further analyses of additional factors that show a correlation with the teachers' use of computers in class. These include the teachers' ICT self-efficacy and their emphasis on teaching ICT skills. The results show two different types of teachers across both countries. Teachers who participate in professional development use computers more frequently in class, put more emphasis on teaching ICT skills and have a stronger sense of ICT self-efficacy. When comparing teachers in Germany and the Czech Republic, teachers in Germany who participate in professional development consider themselves more ICT self-efficient, while teachers in the Czech Republic use computers more often and put more emphasis on teaching ICT skills compared with their colleagues in Germany.

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“…For example, in this study, IL emerged not simply as a skill that can be learnt through bibliographic instruction (Crouse and Kasbohm, 2004;Duke and Ward, 2009;Earp, 2009). Similarly, CPD could not be achieved only through participation in higher education-led programmes (Geldenhuys and Oosthuizen, 2015;Wilson, 2006) and learning was not only an individual's personal psychological process (Liu and Chen, 2010;Powell and Kalina, 2009). This does not discount the individual/cognitive approach, but presents it as an aspect of a broader, more synergistic endeavor.…”

Section: Resultsmentioning

confidence: 68%

The information literacy and continuous professional development practices of teachers at a Jewish Day School

Cogan

Μαρτζούκου

2018

RSR

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Challenges influencing teachers' involvement in continuous professional development: A South African perspective

Cited by 74 publications

References 20 publications

Contributions of Ethnography for understanding the training process of In-service Physics teachers

Contributions of Ethnography for understanding the training process of In-service Physics teachers

Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

The information literacy and continuous professional development practices of teachers at a Jewish Day School

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