Supporting Teacher Change Through Online Professional Development

Boling, Charlotte J.; Martin, S. Rosado

doi:10.9743/jeo.2005.1.1

Cited by 9 publications

(12 citation statements)

References 11 publications

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“…The teachers with enthusiasm seemed to be more successful in their SSI-based teaching practices than those without it. Therefore, any positive changes in their practices occurred when teachers recognized a need, made plans to improve, engaged in improvements, and allowed for time to evaluate the effectiveness of the new practices (Boling & Martin, 2005). Another difficulty in SSI-based planning or teaching was that some teachers in this study also faced time limitations in their SSI-based teaching, as Lee, Abd-El.…”

Section: Conclusion and Discussionmentioning

confidence: 97%

“…The process of change can occur when teachers are confident about the outcomes of teaching strategies (Bell, 1998). It also occurs when they recognize a need, make plans to improve, engage in improvements, and allow time to evaluate the effectiveness of the new practices (Boling & Martin, 2005). Sikes (1992) suggested that during the change process, teachers are continually required to alter their administrative and organizational systems, pedagogy, curriculum content, resources and technology used, and assessment procedures.…”

Section: Professional Developmentmentioning

confidence: 99%

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Case Studies of the Development of Science Teachers’ Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

Pitiporntapin¹,

Srisakun²

2016

IES

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This research aimed to assess three case studies of in-service science teachers regarding their practices of socio-scientific issue (SSI)-based teaching as they participated in a specially developed professional development (PD) program. Data were collected throughout the PD program from group discussions, observations, interviews, and the review of documents, and they were analyzed using within-case and cross-case analysis methods. The findings showed that the PD program had positive impacts on the teachers' practices of SSI-based teaching. There were some modifications that combined their old teaching styles and SSI-based teaching; however, they attempted to link the science content within a social context in a way that motivated student ownership of learning. They modified their roles as information providers to be learning facilitators. Their students were also encouraged to employ scientific evidence-based reasoning to address the issues under discussion. The three science teachers also added questions to enhance student thinking about the application of scientific knowledge in society. At the individual level, teaching confidence and teaching enthusiasm had powerful influences on their practices of SSI-based teaching. At the school level, the amount of teaching time and the lack of experts on SSI-based teaching in the school were found to be barriers to SSI-based teaching. The results of this study contribute to the growing body of knowledge about preparing science teachers to link their science lessons to the real world, and they also provide a framework for future studies.

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Section: Conclusion and Discussionmentioning

confidence: 97%

Section: Professional Developmentmentioning

confidence: 99%

Case Studies of the Development of Science Teachers’ Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

Pitiporntapin¹,

Srisakun²

2016

IES

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“…In a related research, Boling and Martin () conducted a multiple case study involving four teachers at an intermediate elementary school that participated in an eight‐week online PD opportunity titled Cognitive Literacy Strategies for the Elementary Classroom. Boling and Martin assessed the ability of an online environment to serve as a viable means of providing PD and precipitating teacher change.…”

Section: Critical Features Of Pdmentioning

confidence: 99%

“…Boling and Martin assessed the ability of an online environment to serve as a viable means of providing PD and precipitating teacher change. The course objectives were highly content focused and engaged the participants in activities that emphasized literacy, concept mapping, word mapping, and story grammar mapping (Boling & Martin, ). A constant comparison method of analysis was applied to data sources, which included, “participant observation, non‐participant observation, unstructured interviews, and artifacts” (Boling & Martin, , p. 6).…”

Section: Critical Features Of Pdmentioning

confidence: 99%

Assessing the Ability of an Online Environment to Facilitate the Critical Features of Teacher Professional Development

Surrette

Johnson

2015

School Sci & Mathematics

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Providing teachers effective professional development (PD) is an ongoing challenge in the field of education. Emergence of technological innovations in the form of computer‐based asynchronous and synchronous communication has provided new opportunities to improve and expand teacher PD opportunities beyond the physical walls of a school. The purpose of this meta‐analysis is to examine the ability of online learning environments to facilitate the critical features of teacher PD identified in Desimone (2009) as content focus, active learning, coherence, duration, and collective participation. Analysis of the 20 empirical studies sought to reveal the purpose of the study, methodologies utilized, and major findings. Multiple studies indicated the ability of an online environment to engage teachers in active learning, collective participation, and content‐focused learning activities. Additionally, the results of this meta‐analysis revealed a lack of empirical studies that have examined the ability of online teacher PD to support the critical features of coherence and duration. Findings of this research have implications for a future research agenda and policy considerations related to online teacher PD initiatives.

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“…Online communities of practice support the development of the teachers by providing an environment, in which they can learn together, enhancing their content knowledge and pedagogical skills (Boling & Martin, 2005). At the same time, their lifelong learning skills, such as cooperative learning and critical thinking, can also be supported within this process.…”

Section: Online Communities Of Practicementioning

confidence: 99%

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Ekici

2017

EURASIA J MATH SCI T

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This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that online communities of practice did not affect pre-service teachers' overall critical thinking disposition significantly. However, research results revealed that the scores that pre-service teachers have achieved from self-confidence and open-mindedness sub-factors of the inventory have significantly differentiated in favor of the pre-service teachers in the experimental group. The statements that pre-service teachers have made on their comments were weak in terms of critical thinking. Pre-service teachers have mostly expressed their own views and they have usually supported each other by providing positive opinions. Therefore, it is thought that online communities of practice affect positively only pre-service teachers' self-confidence tendency and the abilities to express their own opinions.

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Supporting Teacher Change Through Online Professional Development

Cited by 9 publications

References 11 publications

Case Studies of the Development of Science Teachers’ Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

Case Studies of the Development of Science Teachers’ Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

Assessing the Ability of an Online Environment to Facilitate the Critical Features of Teacher Professional Development

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

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