Teacher professional development: a different perspective

Roseler, Katrina; Dentzau, Michael W.

doi:10.1007/s11422-013-9493-8

Cited by 13 publications

(20 citation statements)

References 7 publications

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“…Professionalism is the keyword in every type of work someone does regardless of the type of work, because professionalism in work will deliver workers to productivity and highquality work (Roseler, K., & Dentzau, M. W. (2013). In the education world, professionalism is more directed to the teacher as the organizer in learning.…”

Section:  Introductionmentioning

confidence: 99%

Soft Skills in the Teachers’ Demographic and Professional Development Perspective

Trisnaningsih

Sinaga

Pujiati

et al. 2019

JPP

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Soft skills in the teachers' professional development perspective. Objectives: This study aims to determine the role of soft skills in teacher professional development. Methods: This study used a survey method for a number of Social Sciences Education teachers in junior high schools. Data was collected using a questionnaire regarding teacher identity and soft skill instruments as a result of development that had been expertly tested and small group tests according to the Borg and Galls design. Findings: There was a significant relationship between age and the quality of soft skills scores (r =-0.292, p < 0.05.). In line with that, a negative correlation was also obtained between age and personal attributes (r =-0.287, p < 0.05. Conclusions: Soft skills tended to decrease for teachers as they grew older, the soft skills the teachers had differed in terms of rank and class and Soft skills were closely related to teacher professional development.

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Section:  Introductionmentioning

confidence: 99%

Soft Skills in the Teachers’ Demographic and Professional Development Perspective

Trisnaningsih

Sinaga

Pujiati

et al. 2019

JPP

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“…feels the implementation of too many initiatives at one time decreases the long-term effectiveness those initiative may have on positively changing classroom practices. Thus, teacher buy-in to district objectives and improvement plans has increased because teachers feel they are involved in the decision process for selecting the top priorities for PD instruction (Amir & Kamarudin, 2009;Levi, 2014;Mizell, 2009;Roseler & Dentzau, 2013;Northouse, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Generally, teachers have had limited opportunities to voice ideas or help determine what content should be addressed during PD (Burbank & Kauchak, 2003;Lewis, 2015;NEA, 2018;"Teachers Know Best," 2014;TNTP;. Having little to no influence in the design of PD generally elevates teachers' frustration levels and decreases their buy-in ; they feel their expertise is disregarded by a bureaucratic structure resistant to change (Roseler & Dentzau, 2013). When they are so often shut-out, teachers' motivation to attend PD and expectations for the usefulness of PD diminish and the gap increases between "what we know and what we do" (Reeves, 2010, p. 23).…”

Section: Leadership Analysismentioning

confidence: 99%

“…Furthermore, knowledge is "constructed through the accumulation of experiences, folding new information into prior knowledge" (Roseler & Dentzau, 2013, p. 620). New knowledge and an increase in student learning develops through collaborative participation from within a network of teachers working on specific teaching strategies and not from an outside entity hired to create change Roseler & Dentzau, 2013;"Teachers Know Best," 2014;TNTP, 2015). In fact, content-focused PD centered on teacher practices, evidence of student learning, and curriculum materials may have the highest effect on teacher performance and increased student learning .…”

Section: Professional Developmentmentioning

confidence: 99%

“…The architecture of what teachers need is usually determined by an authority figure who imposes a form of Mintzberg's technostructure (1979Mintzberg's technostructure ( /2005 where district administration designs the vision and the work to be completed but is far removed from the actual implementation. Roseler and Dentzau (2013) state, "professional development opportunities that are mandated, or implemented, in a top-down fashion are not in the best interest of student learning or the development of teacher practices" (p. 621). 75%…”

Section: Top Down Approachmentioning

confidence: 99%

See 2 more Smart Citations

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Bryan¹

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Gathering information about how secondary English Language Arts (ELA) teachers use pedagogical content knowledge gained from professional development (PD) to change their classroom practices in one Midwest Missouri school district has the potential to change how future ELA PD is delivered. The researcher examined teachers' perceptions through 21 individual interviews and a focus group as well as district archival surveys administered after three ELA content PD days during the 2017-18 school year. Participants shared their thoughts on effective elements of PD, how teachers implement classroom change and how those changes influence student learning, as well as how teachers know they are growing. This research is qualitative in nature utilizing purposeful sampling, open coding, and an hermeneutic method to identify themes and interpret responses. Data discovered the use of teacher experts, time for collaboration, and participating in reflective practices as the most important elements in gaining new knowledge and impacting classroom practices.

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Enhancing teacher collaboration in higher education: the potential of activity-oriented design for professional development

2022

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Professional development programs for teachers in higher education are often characterized by top-down approaches, which fail to make appreciable differences in teaching practices. This study uses a qualitative approach to explore activity-oriented design (AOD) as an instrument for collaborative learning in higher education teacher professional development. We examine Teknosofikum, an ongoing project developed in Denmark along three iterations, involving a total of 64 course participants (42 in the hybrid format; 22 online). The study applies the methodology of design-based research: data was collected via 15 semi-structured group interviews, online forums, and field notes/recordings from online meetings and onsite workshops. Data analysis follows the methodology of grounded theory and evidence is given significance inductively, based on contextual data. Four activities were selected to assess the potential of AOD methods in enhancing teacher collaboration, with different aims reflection, discussion, theory-practice alignment, and participation. Our analysis revolved around three main categories: trust, deep interaction, and shared beliefs/values. The results show how collaborative group work activities have improved trust and knowledge-sharing among participants and have contributed to creating a safe learning environment. The paper concludes that AOD methods could better assist educational designers in promoting professional development courses that aim at enhancing teacher collaboration in higher education.

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Teacher professional development: a different perspective

Cited by 13 publications

References 7 publications

Soft Skills in the Teachers’ Demographic and Professional Development Perspective

Soft Skills in the Teachers’ Demographic and Professional Development Perspective

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Enhancing teacher collaboration in higher education: the potential of activity-oriented design for professional development

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