Factors Influencing the Transformation of New Teaching Approaches from a Programme of Professional Development to the Classroom

Watson, Rod; Manning, Alex

doi:10.1080/09500690701854881

Cited by 15 publications

(5 citation statements)

References 21 publications

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“…There are studies (e.g. Kennedy, 1998;Yoon et al, 2007;Timperley et al, 2007;Watson & Manning, 2008;Darling-Hammond et al, 2017) that demonstrate the effectiveness of these factors at level 3 and 4. However, the influence at the level of teacher cognition is not confirmed.…”

Section: State Of Research Of Effectiveness Of Professional Developmentmentioning

confidence: 99%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.

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Section: State Of Research Of Effectiveness Of Professional Developmentmentioning

confidence: 99%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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“…the notion of professional development has taken a shift from one-shot trainings to learning that takes place over time and from individual to collaborative learning (Borko, 2004;Putnam & Borko, 2000;Watson & Manning, 2008). The school-based professional development is also important to empower novice teachers and generate new professional knowledge (Chaudary & Imran, 2012).…”

Section: School-based Provision Of Professional Developmentmentioning

confidence: 99%

English Language Teaching in Nepal: An Investigation of Issues and Challenges

Aryal

Short

Fan

2018

Structuring the Thesis

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Prior to starting the PhD, my personal experience and observations as an English language teacher in Nepal suggested that several issues and challenges impeded English language teaching (ELT) in Nepal. A preliminary exploration (PE) with my lecturers and colleagues in Nepal also raised similar issues and challenges. This research project explores Nepalese ELT. The research project was guided by the following research questions. a. What are the issues and challenges that have an impact on English language teaching in Nepal? b. How can English language teaching in Nepal be improved? Essentially, with a mixed-methods approach in its methodology, this research solicited the perceptions of Nepalese secondary English language teachers in order to investigate issues and challenges in ELT in Nepal. The qualitative data were drawn from sixteen semistructured interviews that were conducted in four different districts of Nepal: Kathmandu, Chitwan, Surkhet, and Dailekh. The participants shared their experiences of teaching English language and highlighted the issues and challenges. The interview data were thematically analysed to generate emergent themes. Counting frequency of the prevalence of thematic responses across participants was used to gain initial themes which assisted in developing the theme hierarchy. For quantitative data, 200 teachers from the same districts completed a questionnaire survey to determine their self-efficacy, motivation and self-reported English language proficiency.

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“…Bislang ist aus empirischer Sicht aber nur wenig darüber bekannt, wie diese lehrerseitigen Voraussetzungen den Fort-und Weiterbildungsprozess und -erfolg tatsächlich beeinflussen und welche Motive Lehrpersonen überhaupt dazu veranlassen, an Professionalisierungsmassnahmen teilzunehmen. Qualitive Studien verweisen darauf, dass die Einstellungen und Zielorientierungen der Lehrpersonen wichtige Personenmerkmale für erfolgreiches Lernen in Weiterbildungsmassnahmen sind: Demnach erweist es sich als günstig, wenn die Teilnehmerinnen und Teilnehmer ein hoch ausgeprägtes Bedürfnis haben, ihre eigenen Fähigkeiten als Lehrpersonen weiterzuentwickeln (Watson & Manning, 2008), was aus psychologischer Sicht für eine hohe Lernzielorientierung der Teilnehmerinnen und Teilnehmer spricht. Lernzielorientierte Personen betrachten berufliche Aufgaben und Herausforderungen als Möglichkeiten, neue Fähigkeiten zu erwerben und sehen in Rückmeldungen wertvolle Informationen über die Angemessenheit ihres Handelns.…”

Section: Determinanten Erfolgreicher Lernprozesse Von Lehrpersonenunclassified

Unterrichtsentwicklung durch Fort- und Weiterbildungsmassnahmen für Lehrpersonen

Lipowsky

2009

BzL

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Im Unterschied zu älteren Untersuchungen verdeutlicht eine Reihe aktueller Studien die Wirksamkeit von Fort- und Weiterbildungsmassnahmen für das Lernen von Lehrpersonen und deren Weiterentwicklung von Unterricht. Allerdings ist die Wirksamkeit dieser Massnahmen von einer Reihe von Merkmalen abhängig. Wie erfolgreich das Lernen von Lehrpersonen im Rahmen von Fort- und Weiterbildungen verläuft, ist abhängig von Merkmalen der Weiterbildung selbst, von Bedingungen des Schulumfeldes sowie von Voraussetzungen der Lehrpersonen. Dieser Beitrag fasst den entsprechenden Forschungsstand zusammen.

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Factors Influencing the Transformation of New Teaching Approaches from a Programme of Professional Development to the Classroom

Cited by 15 publications

References 21 publications

Vocational Education and Training in the Age of Digitization

Vocational Education and Training in the Age of Digitization

English Language Teaching in Nepal: An Investigation of Issues and Challenges

Unterrichtsentwicklung durch Fort- und Weiterbildungsmassnahmen für Lehrpersonen

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