Whole-Faculty Study Groups: Facilitating Mentoring for School-wide Change

Lick, Dale W.

doi:10.1207/s15430421tip3901_7

Cited by 22 publications

(9 citation statements)

References 5 publications

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“…In accordance with the approach proposed by Lick (2000), which is that teamwork shows the willingness and ability of team members to work together in a truly cooperative way toward a common goal, in this case, a basic level of teamwork and cooperation was achieved. To some extent, it was possible to observe group cohesiveness at the national level based on a certain disposition and an ability to work together.…”

Section: Page | 15supporting

confidence: 63%

IRRODL Volume 10, Number 1

Authors

2009

IRRODL

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Section: Page | 15supporting

confidence: 63%

IRRODL Volume 10, Number 1

Authors

2009

IRRODL

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“…An ambitious vision of professional development allows a systems thinking approach to professional development efforts Ganser 2000;Lick 2000). This is especially relevant when the aim is individual or organizational change.…”

Section: Processmentioning

confidence: 99%

An Ambitious Vision of Professional Development for Teachers

Ganser

2000

NASSP Bulletin

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Administrators play a critical role in teachers' professional development. An ambitious approach focuses on content, process, and context to ensure continuous improvement at the individual, collegial, and organizational level.Quality professional development for teachers has never been more important than it is today as the challenges they face intensify and the expectations for quality education increase. The nation's education reform agenda of increasing teacher effectiveness and student achievement requires teachers to learn new skills and perspectives while simultaneously unlearning practices and beliefs that have dominated their work for years (Darling-Hammond and McLaughlin 1996). Principals, as school leaders, must have an ambitious vision of professional development. Profesional development is broader in scope than staff development and includes such informal activities as reading professional publications, attending professional meetings, and even viewing television specials related to an academic discipline.Teachers have historically participated in professional development activities inside and outside schools. These activities have been sponsored by a variety of organizations, including schools, school districts, consortia of districts, professional organizations, teacher associations, state departments of education, private consultants, and institutions of higher education. They have most typically taken the form of inservice training, workshops, conferences, summer institutes, and graduate courses.Data on professional development as practiced in the mid-1990s indicate that more than 80 percent of teachers participated in workshops or inservice training in their assigned teaching area that was sponsored by schools, school districts, or affiliated organizations (National Center for Education Statistics, NCES, 1998). In addition, about half of these teachers participated in activities sponsored by professional associations and about a quarter enrolled in college or university courses (NCES 1998).A recent study by NCES (1999) reports that 99 percent of teachers surveyed in 1998 had participated in at least one of eight different professional Tom Ganser is director, Office of Field Experiences, University of Wisconsin, Whitewater. He is also a consultant in the design, implementation, and evaluation of mentor programs for teachers, including mentor training and workshops for beginning teachers. Correspondence concerning this article may be sent to gansert@mail.uww.edu.

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“…Bunlara ek olarak, katılımcılar işbirliği ve yapılacak ortak çalışmaların onların iş yükünü azaltarak mesleki anlamda daha fazla katkıda bulunacağını belirtmişlerdir. Yine alanyazın da bulguları bu anlamda desteklemektedir; disiplinler arası veya disipliniçi işbirliği hem öğretimi desteklemekte hem de öğretmen eğitimcilerinin mesleki gelişimine katkıda bulunmaktadır (Hadar ve Brody, 2010;Lick, 2000).…”

Section: Tartişma Ve Sonuçunclassified

Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri

Gökmenoğlu¹,

Beyazova²,

Kiliçoğlu³

2015

İlköğretim Online

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ABSTRACT. This study outlines the professional development of teacher educators. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educators were interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm of participants in developing their knowledge, skills and attitudes in their profession despite some obstacles. However, their descriptions of professional development are not clear and confused with in-service training. The findings also highlight the discussion about who should support teacher educators' professional development. Keywords: Professional development, in-service training, teacher educators SUMMARY Purpose and Significance: The qualities and characteristics of teacher educators is one of the hottest educational discourses in the last decade. Beyond this discussion, educational policy makers and researchers recognized the role of professional development in teacher educators' work quality. Less attention is, however, given to the professional development of teacher educators in Turkey which is the main focus of this study. With this starting point, the purpose of the present study is to explore how teacher educators describe and comprehend the issue of professional development. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Methods: Within a case design, fourteen teacher educators in a private university at Northern Cyprus of Turkish Republic were interviewed through semi-structured interview protocols. Data were triangulated with annual performance reports obtained from faculty administration. The inter-coder reliability was ensured; all data were coded by three researchers and the codes were cross-checked to provide the consensus. Themes and categories were formed based on the codes. Results: According to the results, four categories were observed namely; professional development approach, professional development of teacher educators, participating in professional development activities, and the role of institution on professional development. Under these categories different themes were observed. Under the first category, description of professional development, understanding of professional development, and the characteristics of professional development themes were explored. In the second category, teacher educators mentioned the needed frequency of professional development activities and professional development needs of teacher educators. Under the third category, the type and kind of activities, how and from where they find...

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Whole-Faculty Study Groups: Facilitating Mentoring for School-wide Change

Cited by 22 publications

References 5 publications

IRRODL Volume 10, Number 1

IRRODL Volume 10, Number 1

An Ambitious Vision of Professional Development for Teachers

Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri

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