Teacher Professional Development in the Anthropocene

Bhattacharya, Devarati; Roehrig, Gillian H.; Kern, Anne L.; Howard, Melinda

doi:10.1002/9781118854280.ch3

Cited by 1 publication

(1 citation statement)

References 23 publications

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“…In the present epoch of the Anthropocene, the demands made on both education and teachers have made effective teacher professional development a major focus of systemic reform initiatives around the globe (Garet, Porter, & Desimone et al, 2001;Bhattacharya, Roehrig, Kern, & Howard, 2014). The political, social, economic and environmental challenges society is facing in the Anthropocene, has generated new expectations of teachers.…”

Section: Rationales For Teacher Professional Developmentmentioning

confidence: 99%

Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education

Vhurumuku¹

2021

Systematic Reviews of Research in Basic Education in South Africa

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This systematic review analysed and synthesised the research done on effective science teacher professional development (PD) in post-apartheid South Africa, for the period 1994 to 2019, focusing on basic education. It investigated the efficacy of professional development models, with the aim of identifying models which positively impacted on science teachers and had the potential to improve teaching effectiveness. It also explored the issue of how South African researchers and education practioners evaluated the effectiveness of PD. Twenty articles were selected for analysis from electronic search of data bases. The findings reveal that 13 (65%) of the 20 analysed studies concluded that PD had a positive impact on participating teachers. Seven studies (35%) were either inconclusive or concluded that PD was ineffective. While researchers and education practioners have 'successfully' used a variety of PD models, the training and cascading models were the most popular. The results also show that, for all the reviewed studies, the evaluations of the effectiveness of PD only focused on what happened to the teacher and completely ignored determining the impact on students' learning outcomes, performance and achievement. It is recommended that future evaluations of science teacher PD efforts should take into account the effect or impact of the PD on students' learning outcomes, performance and achievement.

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Section: Rationales For Teacher Professional Developmentmentioning

confidence: 99%

Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education

Vhurumuku¹

2021

Systematic Reviews of Research in Basic Education in South Africa

View full text Add to dashboard Cite

show abstract

Teacher Professional Development in the Anthropocene

Cited by 1 publication

References 23 publications

Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education

Science teacher professional development in post-apartheid South Africa: A systematic review of the literature on basic education

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