In the context of the last social events that concern people all over the world, handling emotion and stress it became a crucial issue for adult life. We are all challenged to adapt to quick changes that occur in society and to a new situation of living, to handle a huge amount of incertitude as much at a society level and an individual level. It became necessary to include in adult lifelong learning different kinds of abilities to cope with changes, to handle strong emotions and to overcome stress. This paper has the purpose to highlight a development method with a high potential of individual transformation and development -COACHING method. The main intention is to reveal the capacity of this method to generate quick transformation in a person's behaviour to cope reasonably fast with emotion and to reduce the level of stress in front of incertitude of life situations. Stress is already considered as a fearful enemy in our society and this paper intent to show useful instruments to understand and overcome this phenomenon called stress. This paper is a conceptual review of some instruments used in coaching, such as understanding and releasing emotions, awareness, solution-oriented mind, building trust in ourselves, that have a relevant impact in handle stress, incertitude and life situation that generates this. Emotional intelligence, personality and psychological maturity are the most frequent consequences of a good coaching process and represent at the same time the main reason to start a process like this.

:In this paper we describe four Indian in-service middle school mathematics teachers’ shifts in their roles with respect to the textbook. The shifts occurred through participation in collaborative investigation on the topic of integers in professional development meetings. Analysis of teachers’ talk in these meetings indicated a shift in teachers’ role from reliance on textbook to using the knowledge of integer meanings to establish the connections between contexts and representations. We claim that this change in role occurred as a result of teachers developing knowledge of important ideas and representations in the professional development setting and identifying themselves as a member of a professional learning community which values students’ understanding. We argue that since roles are constitutive of teachers’ professional identity, the shifts in roles indicates how teachers’ identity evolved towards being an empowered mathematics teacher who design tasks and responds to stude...

Trabalho efetuado sob a orientação do Professor Doutor José Matias Alves Porto, maio de 2012 "Escrever é traduzir. Mesmo quando estivermos a utilizar a nossa própria língua. Transportamos o que vemos e o que sentimos para um código convencional de signos, a escrita e deixámos às circunstâncias e aos acasos da comunicação a responsabilidade de fazer chegar à inteligência do leitor, não tanto a integridade da experiência que nos propomos transmitir, mas uma sombra, ao menos, do que no fundo do nosso espírito sabemos bem ser intraduzível, por exemplo, a emoção pura de um encontro, o deslumbramento de uma descoberta, esse instante fugaz de silêncio anterior à palavra que vai ficar na memória como o rasto de um sonho que o tempo não apagará por completo". José Saramago, 2009 "(…) prender a realidade num determinado momento, através da escrita, é refletir sobre ela, é defini-la de modo diferente". Vírgínia Woolf, 1978 O presente trabalho está escrito segundo as regras do novo acordo ortográfico. O presente trabalho consiste numa reflexão teoricamente sustentada sobre uma vivência que considero muito significativa e enriquecedora no meu percurso profissional, enquanto professora do primeiro ciclo do ensino básico, e também no meu percurso de vida pessoal. Essa vivência ocorreu durante dois anos letivos, no início da década de noventa, na Escola da Bela Vista, concelho de Gondomar, e foi marcada pela vontade de todas as professoras da escola em querer uma outra forma de trabalhar, em querer mudar e inovar o modo como se ensinava e como se aprendia na Escola da Bela Vista. O projeto de Investigação Ensinar é Investigar, implementado e desenvolvido com o apoio do Instituto de Inovação Educacional, foi a grande alavanca que impulsionou e manteve aceso esse nosso querer. Nesta reflexão, a par da narração das dinâmicas sofridas e usufruídas ao longo desses dois anos, caracterizadas, essencialmente, pelo trabalho colaborativo e coletivo, pela formação-em-situação, pela análise e reflexão e por processos supervisivos, que contribuiram para o meu desenvolvimento profissional e para a (re)construção da minha identidade profissional, é feita a sua elucidação e interpretação à luz de quadros teóricos das Ciências da Educação. Houve o cuidado de contextualizar a vivência no contexto político global. A reflexão sobre a vivência em análise, associada ao estudo que estimulou, fez interpelar/emergir alguns domínios essenciais para o desenvolvimento da escola que procura o sucesso educativo para todos, assim como para o exercício do profissional da docência.

The Partnership for Student Success in Science is a collaborative educational project between San José State University and nine Silicon Valley area school districts. Engineering faculty from San José State University (SJSU) are participating in the project to both provide content knowledge for teacher professional development and to enhance undergraduate instruction in the SJSU College of Engineering through enriched pedagogy. Strategies for incorporating inquiry-based learning into the SJSU undergraduate and graduate engineering curricula have been explored in both lecture and lab courses. Inquiry lab periods have been included in the Aerodynamics course. Similarly, in the Biochemical Engineering Laboratory course, students are given the opportunity to answer a question of their choice through literature review and experimentation. Inquiry-based learning has also been incorporated in lecture and laboratory courses in the Civil Engineering program. An informal assessment of these techniques has facilitated their improvement in execution and shown their effectiveness in teaching students difficult engineering concepts.

The current incentive structure in our k-12 education system tends to encourage instruction that covers a broad list of basic facts and skills across subject areas while sacrificing the depth of learning needed to cultivate the competencies all students must now have to thrive in college, in their careers, and in life. Research tells us what fosters meaningful learning: approaches that engage students in meaningful, culturally relevant tasks, tap into their curiosities, use inquiry as a primary learning strategy, and provide ample opportunities for collaboration and feedback to foster growth at each student's own pace. Research from the science of learning and development also suggests that, at a foundational level, education requires the development of affirming relationships to catalyze learning; positive relationships with adults and peers encourage students to engage their curiosities and take learning risks. Despite what this research shows, far too few students-especially students of color, English learners, students living in poverty, and students with disabilities-attend a school utilizing a pedagogical approach that supports meaningful learning. Historically, deep learning opportunities have occurred in schools attended by our country's most advantaged students, and there have been few successful efforts to systemically create the structures and policies necessary to ensure every student has access to this type of learning. The New Tech Network, a network of more than 200 elementary, middle, and high schools across 25 states, breaks from this norm. It focuses on systemic change and has instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This case study describes how New Tech Network has spread its practices to many traditionally structured, public school districts across the United States.

The current incentive structure in our k-12 education system tends to encourage instruction that covers a broad list of basic facts and skills across subject areas while sacrificing the depth of learning needed to cultivate the competencies all students must now have to thrive in college, in their careers, and in life. Research tells us what fosters meaningful learning: approaches that engage students in meaningful, culturally relevant tasks, tap into their curiosities, use inquiry as a primary learning strategy, and provide ample opportunities for collaboration and feedback to foster growth at each student's own pace. Research from the science of learning and development also suggests that, at a foundational level, education requires the development of affirming relationships to catalyze learning; positive relationships with adults and peers encourage students to engage their curiosities and take learning risks. Despite what this research shows, far too few students-especially students of color, English learners, students living in poverty, and students with disabilities-attend a school utilizing a pedagogical approach that supports meaningful learning. Historically, deep learning opportunities have occurred in schools attended by our country's most advantaged students, and there have been few successful efforts to systemically create the structures and policies necessary to ensure every student has access to this type of learning. The New Tech Network, a network of more than 200 elementary, middle, and high schools across 25 states, breaks from this norm. It focuses on systemic change and has instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This case study describes how New Tech Network has spread its practices to many traditionally structured, public school districts across the United States.

In this Voices: Reflective Accounts of Education essay, Esther O. Ohito considers with Sherry L. Deckman how silence and silencing are experienced corporeally in socioculturally situated spaces, foregrounding affective contours and material effects in their exploration of emotionally charged dialogues about race and racism in educational settings. Building their narrative around a Black male teacher candidate’s experience in a social justice–oriented teacher preparation program, they reflect on the presence and effects of silence and silencing in that intimate white space. The essay concludes with implications for critical pedagogy relevant to the potentially transformative force of transgressive race talk that counteracts silence and silencing in white spaces.

This paper presents the structure, execution, and evaluation process implemented to provide a research experience to 7th to 12th grade science an d mathematics teachers and a professional development program in science, technology, engineering, and mathematics (STEM) education. Each year twelve teachers are selected to participate in the program. Each year four project topics are chosen to provide an o verall view on the research related to performance evaluat ion, health monitoring, and rehabilitation of civil infrastructure systems. Three teachers work as a t eam on one project for six weeks during the summer under the mentorship of a Civil and Environmental Engineering faculty member and a graduate student. In the paper, first, the project administration proces s used and the research projects and professional development activities executed during the summer of 2006 are presented, second, the classroom activities planned by each RET team as an outcome of their research activitie...

Fecha de recibido: 08/04/2015 Fecha de aceptado: 28/05/2015 Resumen El objetivo de este artículo es mostrar la metodología seguida en la construcción de un perfil referencial para determinar las funciones del asesor técnico-pedagógico en una entidad federativa de México. Este proyecto se contextualiza en el marco de la Reforma Educativa que actualmente se implementa en este país. El proyecto se desarrolló en dos etapas de trabajo. En la primera etapa se definió el encuadre teórico para el diseño del perfil referencial y se hizo un análisis de contenido de la normativa vigente mexicana. El resultado de este análisis fue una primera propuesta de los tres niveles más genéricos del perfil: dominios, subdominios y competencias de la función de asesoría pedagógica. En la segunda etapa se conformaron tres comités de trabajo integrados por profesores, asesores, directores y supervisores de todos los niveles educativos y de toda la entidad para el desarrollo del perfil. El comité técnico llevó a cabo la revisión de la propuesta inicial y elaboró los parámetros para cada una de las competencias. El comité académico revisó la aportación del comité anterior y elaboró los indicadores de cada subdominio de la función asesora. Más adelante, el comité de validación revisó y calificó el trabajo realizado por los comités anteriores a partir de los criterios de congruencia, relevancia, claridad y suficiencia. Los resultados muestran un alto grado de acuerdo con el trabajo

Fecha de recibido: 08/04/2015 Fecha de aceptado: 28/05/2015 Resumen El objetivo de este artículo es mostrar la metodología seguida en la construcción de un perfil referencial para determinar las funciones del asesor técnico-pedagógico en una entidad federativa de México. Este proyecto se contextualiza en el marco de la Reforma Educativa que actualmente se implementa en este país. El proyecto se desarrolló en dos etapas de trabajo. En la primera etapa se definió el encuadre teórico para el diseño del perfil referencial y se hizo un análisis de contenido de la normativa vigente mexicana. El resultado de este análisis fue una primera propuesta de los tres niveles más genéricos del perfil: dominios, subdominios y competencias de la función de asesoría pedagógica. En la segunda etapa se conformaron tres comités de trabajo integrados por profesores, asesores, directores y supervisores de todos los niveles educativos y de toda la entidad para el desarrollo del perfil. El comité técnico llevó a cabo la revisión de la propuesta inicial y elaboró los parámetros para cada una de las competencias. El comité académico revisó la aportación del comité anterior y elaboró los indicadores de cada subdominio de la función asesora. Más adelante, el comité de validación revisó y calificó el trabajo realizado por los comités anteriores a partir de los criterios de congruencia, relevancia, claridad y suficiencia. Los resultados muestran un alto grado de acuerdo con el trabajo

Using a simple language and process, the purpose of this training of trainers (ToT) manual is to prepare trainers to present the concepts of transforming conflict and building peace. It is advised that trainers using the manual ensure that they have a good grounding in knowledge relevant to the subject. Suggested programme session objectives, schedules, training methods, activities and materials should be seen as being flexible, and to be adapted to local context and participant needs as appropriate.

Spelling is rightly a priority for many learners. If they cannot make even an approximate guess at a spelling, or have to think about the spelling of nearly every word, any attempts at expressing their ideas are severely limited. Even if their spelling does not seem 'that bad', spelling problems will interfere with learners ' ability to write at the level of their spoken language or to express the complexity and range of their ideas. Iraqi EFL learners may have a range of difficulties with spelling and the most difficult aspects of English spelling for them are complex correspondence between sound and letters. Cook (1991:1) asserts that "unlike native speakers, students may not know the actual system of English, and will appear to use the wrong letter" .For example: (1) Choosing between two or three consonants [c, z and s] : *recognice [recognize] *tradisional [traditional] *spetial [special] (2) Deciding whether to use /e/ or /i/: *devided [divided] * dicided [decided] (3)Wrongly omitting vowels, particularly (e) when is absent from the spoken form in the middle of words: *intresting [interesting] *sevnth [seventh] (4) Substituting one sound by another: *cuikly [quickly] *amd [and] Iraqi EFL learners also may have many difficulties with English vowels because Arabic and English have two different vowel

Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both selfand co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine coregulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of cooccurrences of learners' discourse and co-regulation.

As part of a mathematics teacher's skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers' own assessment literacy.

This research explores the global evolution of English Language Teaching (ELT)
methodologies and compares them with current practices in Cambodia. While
international ELT has increasingly adopted communicative approaches like
Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT),
a transitional phase in Cambodia where traditional methods, such as the Grammar
Translation Method (GTM), still remains and are particularly used in rural areas. The
inadequate teacher training, limited resources, and unequal access to digital technologies
are the key challenges in this shifting. Despite these obstacles, Cambodia has initiated a
hybrid approach that blends traditional methods with communicative strategies, aiming
at balancing language accuracy and fluency. While progressively aligning with global
trends, the country considers the reflection from such a hybrid model to address local
educational contexts. The study highlights the need for continuous professional
development and greater investment in infrastructure to support this transition. The
findings conclude that while the hybrid approach is a feasible solution for Cambodia's
educational context, ongoing efforts are necessary to narrow further the gap between
international ELT standards and local practices. Additionally, the study yells specific
interventions to address the gaps in teacher training and resources that continue to hinder
the progress of ELT in the country.

Schools are an essential institution for providing education and direction for children and youth. We live in an increasingly violent world and educators play a vital role in helping the next generations hope for and enact a less violent world. A key learning is how to engage in civil dialogue around nonviolence, intertwined with hope for the future. I explore how to re-imagine teacher education for K-12 teachers to purposefully integrate peace and nonviolent education into existing curricula, rather than as an accidental side dish and time filler.
This re-imagining of teacher education begins within the curricula taught to student teachers, so they are prepared to bring this integration into their own classrooms. I have experienced using an activity called A Culture of Peace, and encouraging civil dialogue around what this activity might mean to students, as an example of integrating key nonviolence concepts into standard curricula. Each voice brings a different sensibility to the conversations.
Educators need to encourage the flow of civil dialogue and participation of all students, while ensuring those with strong voices also listen to others.

Recent literature reviews in the field of video-enhanced teacher learning show that video viewing has been increasingly used over the past 15 years in teacher education and professional development in all subject areas, at all grade levels, and all over the world (Gaudin & Chaliès, 2015; Major & Watson, 2018; Marsh & Mitchell, 2014; Tripp & Rich, 2012). Gaudin and Chaliès (2015) identified three main reasons: (a) video is an “artifact of practice” that helps create a link between the traditional theoretical education at the university and classroom practice, (b) video viewing has been greatly eased by technical progress (e.g., digitalization, storage, edition, and annotation), and (c) video viewing is a means to facilitate the implementation of institutional reforms. Video viewing may, therefore, potentially improve preand in-service teacher educational programs.

I especially want to thank my family from the bottom of my heart. I wrote the bulk of this dissertation in the first eight months of my son's life when I was insanely sleep deprived and beyond exhausted from the early months of motherhood. Thank you to my mom, Zeba, and sister, Zehra, for each dropping everything to travel to us in NYC at different times to take care of Abbas so I could do my writing. I love you both so much. Finally, my deepest gratitude goes to my husband, Adil, who has been my greatest cheerleader and helper through this long journey. I literally could not have finished this dissertation without you. Whether it was cooking amazing dinners, listening while I vi vented, being my 24/7 tech support, or supplying me with the necessary sugar treats exactly when I needed them, you were always there with your unwavering support. And not only did you take care of me, but you would step in without a moment's hesitation to take care of our little guy, even though you yourself were exhausted after a long day of work at the hospital. Whether it was taking him out for a walk, giving him a bath, playing guitar for him, or reading him a book, you kept him occupied and happy, so I could be free to get my writing done. Thank you for your love, concern, help, and above all else, your patience. I love you forever. vii TABLE OF CONTENTS Abstract………………………………………………………………………………………......ii Dedication……………………………………………………………………………………….iv Acknowledgements…………..…………………………………………………………………v Table of contents……………………………………………………………………………….vii CHAPTER ONE: Introduction………………………………………………………………….1 • Purpose of the study and rationale……………………………………………………1 ○ The internationalization of pre-service teacher education……………….....2 ○ The importance of examining the internationalization of teacher professional development……………………………………………………………………..6 • Contributions of the study…………………..……………………………………….....9 • Research questions……………………………………………………………………10 CHAPTER TWO: Literature Review Part I………………………………………………….12 ○ Teacher professional development: clarity amidst confusion……………..12 ○ The Internationalization of teacher professional development: a working definition………………………………………………………………………...16 ○ The (in)effectiveness of teacher professional development: looking at teacher learning & change……………………………………………………20 ○ Critique of the literature……………………………………………………….23 CHAPTER THREE: Theoretical framings…………………………………………………...26 ○ Adult learning theory…………………………………………………………..27 ■ Transformative learning theory……………………………………….27 • How transformation may occur: activating events and incremental processes………………………………………...30 • A caveat: individual differences………………………………34 • Critical discourse and reflection……………………………...35 • Resistance and when learning shuts down…………………37 • Importance of environment: challenge and support………..41 ○ Unlearning………………………………………………………………………42 ■ What unlearning is not………………………………………………...43 ■ The work of unlearning………………………………………………..44 ■ What does unlearning feel like?.

This dissertation explores the internationalization of teacher professional development by investigating the experiences of teachers who have undergone an internationalized teacher professional development program and focusing on how teachers learn and change, what they learn and change and the conditions that support teachers’ learning and change. This dissertation is motivated by three specific research questions: (1) What personal and professional transformations do teachers report as a result of internationalized teacher professional development? (2) How do teachers learn and change as a result of internationalized teacher professional development? What conditions support and promote this learning and change? and (3) What can be said about the importance of internationalized teacher professional development for teacher learning and change? What makes for effective internationalized teacher professional development? Previous research has focused largely on experiences of internat...

tiene como objetivo principal mejorar nuestra práctica docente, a la que nos hemos incorporado recientemente, y por otro lado, recibir apoyo y asesoramiento didáctico y pedagógico de profesionales en activo para desempeñar nuestras funciones. Para participar en este programa, los profesores noveles hemos tenido que elegir a un profesor/a mentor (docente universitario cuya actividad supere los diez años) que tutorice las acciones a emprender durante el presente curso. Concretamente las acciones han sido: -Realización de una serie de cursos centrados mayoritariamente en la actividad profesional, herramientas para la docencia (plataforma virtual, comunicación y oratoria, elaboración de presentaciones), conocimiento de la normativa universitaria, etc. -Llevar a cabo dos ciclos de mejora, consistentes cada uno de ellos en el diseño, desarrollo y análisis de una sesión de clase. Para facilitar el análisis de las dos sesiones de clases y la posterior elaboración de propuestas de mejora, hemos no solo grabado en vídeo dichas sesiones, sino que han asistido a las mismas nuestra mentora y alumnado de psicopedagogía en prácticas. -Realización de una memoria final en la que refleje toda la experiencia llevada a cabo en el programa. Los resultados que esperamos conseguir tras finalizar esta primera fase del programa, serían conocer el funcionamiento de la universidad, ser capaces de planificar y poner en marcha sesiones de clases eficientes cuyo objetivo principal sea el aprendizaje de nuestro alumnado y conocer herramientas que faciliten lo comentado anteriormente.

espanolComo docentes pertenecientes al Departamento de Didactica de las Ciencias Experimentales y Sociales de la Universidad de Sevilla, en esta comunicacion presentamos nuestra experiencia tras la participacion en la primera fase del Programa de Formacion del Profesorado Novel de Iniciacion durante el curso academico 2012/2013. Dicho programa, perteneciente al I Plan Propio de Docencia de la Universidad de Sevilla, tiene como objetivo principal mejorar nuestra practica docente, a la que nos hemos incorporado recientemente, y por otro lado, recibir apoyo y asesoramiento didactico y pedagogico de profesionales en activo para desempenar nuestras funciones. Para participar en este programa, los profesores noveles hemos tenido que elegir a un profesor/a mentor (docente universitario cuya actividad supere los diez anos) que tutorice las acciones a emprender durante el presente curso. Concretamente las acciones han sido: - Realizacion de una serie de cursos centrados mayoritariamente en l...

Com este artigo, pretende-se discutir – à luz dos debates sobre a globalização – algumas implicações da posição ultra-periférica dos Açores em termos de construção curricular. Considerando que a construção curricular em Portugal tem sido bastante centralizada mas o governo da Região Autónoma dos Açores tomou recentemente a iniciativa de conceber um currículo regional para o ensino básico, discutir-se-ão dois cenários alternativos para o prosseguimento da sua construção. Um dos cenários é baseado numa abordagem categorial à diferença – um tipo de abordagem que tem predominado em muitas iniciativas cujos princípios orientadores se baseiam, até certo ponto, num compromisso para com a defesa dos interesses de determinadas minorias. O outro cenário é baseado numa abordagem não categorial à diferença, inspirada na "gramática da diferença" proposta por Nicholas Burbules. Argumentar-se-á que este último tipo de abordagem é, em princípio, mais sensível a todos os tipos de diferença...

Escola Superior de Educação do Instituto Politécnico de Bragança Resumo O estudo de caso que se apresenta centra-se na ideia de que a avaliação da qualidade envolve o desenvolvimento profissional e organizacional. Este estudo procura transformação praxiológica de uma instituição de educação de infância, na qual as educadoras e a investigadora se envolveram colaborativamente, para reunir e organizar conhecimento relevante, analisar os dados e desenhar intervenções para a mudança. A formação em contexto foi assumida numa perspetiva ecológica reconhecendo-se que existe uma interconexão entre o desenvolvimento profissional, o desenvolvimento curricular e o sistema de desenvolvimento organizacional . O quadro de referência para a transformação praxiológica foi a pedagogia da infância que valoriza a voz da criança, a sua competência participativa e a emergência de um currículo socialmente situado. Este estudo de caso de cariz construtivista utiliza a investigação-ação como metodologia e relaciona-se com o Projecto Effective Early Learning/DQP Este referencial foi utilizado como gramática para avaliar a qualidade da instituição em estudo. A análise dos dados situou-se numa linha descritiva e interpretativa, procurando aceder às perspetivas e práticas assumidas, pelas educadoras em duas fases do processo. -ação; Educação de Infância; Práticas educativas; Métodos de avaliação; Desenvolvimento Profissional; Investigação Praxiológica Résumé L'étude de cas dont nous parlons, ici, se focalise sur l'idée que l'évaluation de la qualité comprend le développement professionnel et organisationnel. Cette étude envisage la transformation praxéologique d'une institution de la petite enfance, dans laquelle les éducatrices et la chercheuse s'impliquent ensemble dans le recueillement et l'organisation des connaissances pertinentes ainsi que dans l'analyse des données tout comme dans la création des interventions procurant le changement. La formation en milieu de travail s'est créée dans une perspective écologique reconnaissant l'existence d'une interconnexion entre le développement professionnel, le développement curriculaire et le système de développement organisationnel (Oliveira-Formosinho & Formosinho, 2008). Le tableau de référence pour la transformation praxéologique est la pédagogie de la petite enfance qui valorise la parole de l'enfant, sa compétence participative ainsi que l'émergence d'un curriculum socialement situé. Cette étude de cas de nature constructiviste se rapporte au Projet Efective Early Learning/DQP (Pascal & Bertram, 2009) et utilise la recherche-action comme méthodologie. Ce référentiel est utilisé en tant que grammaire pour évaluer la qualité. L'analyse des données se situe sur une ligne descriptive et interprétative, cherchant à atteindre, en deux étapes du processus, les perspectives et les pratiques que les éducatrices de jeunes enfants ont endossées. Mots clés Recherche-action; Méthodes d'évaluation; Développement Professionnel; Recherche Praxéologique. O desenvolvimento profissional das educadoras de infância é entendido, neste estudo, como uma caminhada que envolve crescer, ser, sentir e agir em contexto. Assume-se a perspetiva ecológica do desenvolvimento profissional focalizada na teoria de Bronfenbrenner (1996), enquanto processo progressivo de interação mútua entre a educadora em crescimento e o ambiente em transformação. Reconhece-se a influência interrelacional entre os contextos mais

School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.

But it snowed three times last winter! There’s no way the Earth is warming! Similar to some adults, some middle school students are skeptical of climate change, and they often confound their understandings of weather and climate (Bodzin et al. 2014; Leiserowitz, Smith, and Marlon 2011). Although the Next Generation Science Standards (NGSS Lead States 2013) introduce the terms weather and climate prior to middle school, many states that have not adopted the standards fail to integrate more than basic weather terms prior to secondary school. In some states, the term climate does not appear in the science curriculum until middle school and climate change is not typically discussed until high school. This article describes activities that approximately 200 middle school students (grades 5–8) from four schools participated in during a two-hour, afterschool STEM career club meeting (Blanchard et al. 2017). The club focused on climate change topics for three meetings as part of a National ...

Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted . Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers. Nonetheless, there are still a large number of teachers who struggle to access the professional development support provided by the Indonesian government for a variety of reasons. This is particularly the case for teachers who work in rural and remote areas, because many of the current Teacher Professional Development (TPD) practices still focus on teacher-centred approaches instead of collaborative approaches, and often only in the format of face-to-face interaction. Research has shown that an Online Learning Community (OLC) can support TPD and facilitate collaboration among teachers. As an open and voluntary form of gathering that involves education practitioners concerned with the general practice of teaching or specialist disciplines or areas of interest (Lloyd & Duncan-Howell, 2010), OLC promotes active and collaborative learning processes (Helleve, 2010) and gives an opportunity for teachers to engage in reflective practice that can lead to transformative professional development (Windschitl, 2002). This thesis presents the results of a study that set out to develop and implement an OLC to support the current TPD practices in Indonesia. This online learning community was called the Online Learning Community for Teacher Professional Development (OLC4TPD). The study investigated the facilitating and inhibiting factors of OLC4TPD implementation in Indonesia, and analysed how OLC4TPD supported TPD within the Indonesian context. The design and implementation of OLC4TPD was conducted within the methodological framework of Design-Based Research (DBR). A number of qualitative data collection techniques, such as interviews and community transcripts, were used. The data were then analysed from and across different times, environments (physical and virtual) and roles of educators (teacher educators, school leaders and teachers). Based on the results of problem analysis, each element of OLC4TPD (community, technology, learning and network) was contextually designed and implemented according to the ICT and sociocultural conditions pertinent to teacher education in Indonesia. Three in-depth narrative case studies that depicted professional development journeys of a teacher educator, a school leader and a teacher were written to reflect the analysis of ICT profiles, competencies and social learning interactions in OLC4TPD. The case studies aimed to demonstrate how these educators adopted, engaged with, faced challenges and benefited from OLC4TPD. The results showed that (1) the leadership role in an organisation or a community affected the participation of OLC4TPD members, (2) ICT competencies influenced one's engagement in OLC4TPD, (3) social media was a viable means to engage teachers and teacher educators in social learning. The results of the data analysis also showed that there were six ICT and socio-cultural facets that influenced the formation and operation of OLC4TPD. These facets were ICT access, length of experience in using ICT, ICT skill, gender, leadership and synchronous interaction. Based on the data analysis, OLC4TPD demonstrated several positive impacts, such as facilitation of joint lesson planning, peer coaching, problem solving, reflective practice, collaboration, improvement of professional knowledge and empowerment. While the majority of OLC4TPD members benefited from the knowledge dissemination, there were still a number of educators who chose to take a passive role in the social learning process. The research confirmed the viability of implementing an OLC to support TPD practices in Indonesia. This model could be implemented in other contexts that share similar ICT landscapes and socio-cultural heritages. With the limitation of OLC4TPD as a nonformal independent TPD initiative, it is imperative that this type of TPD receives support from government institutions, teacher training institutes and other educational v organisations and institutions to enhance the existing TPD practices and accelerate the process of improving teacher professionalism in Indonesia. At the same time OLC4TPD could be readily adapted for use in other countries taking into account differences in ICT landscapes and socio-cultural heritages.

Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted . Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers. Nonetheless, there are still a large number of teachers who struggle to access the professional development support provided by the Indonesian government for a variety of reasons. This is particularly the case for teachers who work in rural and remote areas, because many of the current Teacher Professional Development (TPD) practices still focus on teacher-centred approaches instead of collaborative approaches, and often only in the format of face-to-face interaction. Research has shown that an Online Learning Community (OLC) can support TPD and facilitate collaboration among teachers. As an open and voluntary form of gathering that involves education practitioners concerned with the general practice of teaching or specialist disciplines or areas of interest (Lloyd & Duncan-Howell, 2010), OLC promotes active and collaborative learning processes (Helleve, 2010) and gives an opportunity for teachers to engage in reflective practice that can lead to transformative professional development (Windschitl, 2002). This thesis presents the results of a study that set out to develop and implement an OLC to support the current TPD practices in Indonesia. This online learning community was called the Online Learning Community for Teacher Professional Development (OLC4TPD). The study investigated the facilitating and inhibiting factors of OLC4TPD implementation in Indonesia, and analysed how OLC4TPD supported TPD within the Indonesian context. The design and implementation of OLC4TPD was conducted within the methodological framework of Design-Based Research (DBR). A number of qualitative data collection techniques, such as interviews and community transcripts, were used. The data were then analysed from and across different times, environments (physical and virtual) and roles of educators (teacher educators, school leaders and teachers). Based on the results of problem analysis, each element of OLC4TPD (community, technology, learning and network) was contextually designed and implemented according to the ICT and sociocultural conditions pertinent to teacher education in Indonesia. Three in-depth narrative case studies that depicted professional development journeys of a teacher educator, a school leader and a teacher were written to reflect the analysis of ICT profiles, competencies and social learning interactions in OLC4TPD. The case studies aimed to demonstrate how these educators adopted, engaged with, faced challenges and benefited from OLC4TPD. The results showed that (1) the leadership role in an organisation or a community affected the participation of OLC4TPD members, (2) ICT competencies influenced one's engagement in OLC4TPD, (3) social media was a viable means to engage teachers and teacher educators in social learning. The results of the data analysis also showed that there were six ICT and socio-cultural facets that influenced the formation and operation of OLC4TPD. These facets were ICT access, length of experience in using ICT, ICT skill, gender, leadership and synchronous interaction. Based on the data analysis, OLC4TPD demonstrated several positive impacts, such as facilitation of joint lesson planning, peer coaching, problem solving, reflective practice, collaboration, improvement of professional knowledge and empowerment. While the majority of OLC4TPD members benefited from the knowledge dissemination, there were still a number of educators who chose to take a passive role in the social learning process. The research confirmed the viability of implementing an OLC to support TPD practices in Indonesia. This model could be implemented in other contexts that share similar ICT landscapes and socio-cultural heritages. With the limitation of OLC4TPD as a nonformal independent TPD initiative, it is imperative that this type of TPD receives support from government institutions, teacher training institutes and other educational v organisations and institutions to enhance the existing TPD practices and accelerate the process of improving teacher professionalism in Indonesia. At the same time OLC4TPD could be readily adapted for use in other countries taking into account differences in ICT landscapes and socio-cultural heritages.

This paper discusses a number of elements of the knowledge building process that were evident amongst educators in Indonesia. These educators took part in the discussion board of an online learning community, called OLC4TPD (Online Learning Community for Teacher ...

Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of the models for enhancing teachers’ PCK focus on individual teachers or teacher groups, and there is less chance of receiving support from the school leadership and institutional resources. This study proposes a development model for PCK known as the 3C-model and implements a support system for it, known as EDUPLAN. The model engages teachers in collaboratively constructing and sharing a knowledge-base of lesson plans with the involvement of different levels of school members for their school’s curriculum. Through the process of school-based curriculum development, the model was found to increase teacher PCK and collaboration. Finally, the supporting system is found to be capable of enhancing performance in lesson plan construction and revision and thus the efficiency of PCK development.

Educators, parents, and policymakers alike lament the writing performance of American students. Newspapers and professional journals suggest that writing achievement in the U.S. has not changed appreciably in the past several decades. For example, of the 36 states or jurisdictions that participated in the 1998 and 2002 grade 8 writing National Assessment of Educational Progress (NAEP) assessments, only 16 showed score increases in 2002 (National Center for Educational Statistics, 2003). We believe that one of the reasons for this lack of significant progress is that many teachers are unsure how to teach writing. In addition, we believe (and the NAEP data confirms) that students today are given more writing assignments than ever. Unfortunately, these assignments are mostly in the form of independent writing prompts with little formal instruction. As Leif Fearn notes, “we are causing more writing than ever before” (personal communication). In other words, teachers are assigning more w...

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

Despite growing international interest in the use of data to improve education, few studies examining the effects on student achievement are yet available. In the present study, the effects of a two-year data-based decision-making intervention on student achievement growth were investigated. Fifty-three primary schools participated in the project, and student achievement data were collected over the two years before and two years during the intervention. Linear mixed models were used to analyze the differential effect of data use on student achievement. A positive mean intervention effect was estimated, with an average effect of approximately one extra month of schooling. Furthermore, the results suggest that the intervention especially significantly improved the performances of students in low socioeconomic status schools.

Data literacy is assumed to be a precondition for the effective implementation of data-based decision making in schools. This study was aimed at investigating changes in 1182 educators' data literacy with regard to student monitoring system data, during a 2-year intervention, which was assessed by using a pretest and posttest. A multivariate multi-level IRT analysis was conducted. The multivariate approach enabled the identification of differences in initial data literacy and development, based on educators' characteristics. Findings showed significant improvements in educators' data literacy. Furthermore, the 'knowledge gap' between educators with a master's degree versus higher education was closed, just as the gap between teachers and school leaders.

Video analysis of teaching finds robust support in the research literature on teacher--rather than teacher educator--professional learning. In this paper, we explored the impact on faculty of interdisciplinary conversations on teaching practice, anchored in video artifacts of teaching produced by teacher candidates. Interdisciplinary groups of elementary and secondary teacher educators included faculty specializing in English language learners. Findings indicated that features such as interdisciplinarity, use of common language to discuss teaching practice, and video analysis facilitated peer-to-peer learning among teacher education faculty. This research adds to our understanding of how teacher educators might view collaborative video review and use it as an innovative form of professional development to improve teacher education.

The way in which a teacher develops their class is one of the factors that plays a fundamental role in any educational process, choosing which one is the most appropriate for a specific context implies an arduous research process and therefore, sufficient time to carry it out. During the development of this research project, we decided to implement an action research with which we sought to identify how the language teaching model known as Presentation, Practice and Production (henceforth PPP) could reinforce a group of 7th graders’ writing skill at a public school. It is important to highlight that PPP is a model that gives students the opportunity to approach knowledge in a sequential way. That is why we found this model quite useful, since it allows students to consolidate knowledge through a guided practice phase, and then they can demonstrate the learning through the third P (production). Furthermore, it is relevant to mention that the P of production can be evidenced through t...

This study discusses the challenges faced by high school leaders in providing an environment that successfully maximizes the learning experiences of English Language Learners (ELL) students. It also focuses on the perceptions of principals and vice-principals concerning the challenges faced by these students in relation to standardized high-stakes tests. In this regard, one of the purposes of this study is to determine how these perceptions are influenced by an understanding of the influences of the diverse linguistic and cultural backgrounds of ELL students on their academic performance in mathematics. Another purpose is to describe pedagogical approaches such as culturally relevant education and ethnomathematics that high school leaders may implement to meet the educational needs of these students in their schools. This study also adds to the existing body of the literature in relation to the perceptions of high school leaders concerning ELL students and provides useful information for decision-makers in the field of teaching English and mathematics to speakers of other languages.

Current education systems continue to be based predominantly on reductionist mindsets in which teaching is conducted on a subject-by-subject and module-by-module basis. Improvement is planned and implemented using a linear, causal, independent-problem-to-solution approach, with very little consideration given to the interconnectedness among the various components and ideas involved in these complex knowledge systems. This situation presents a need to think about how understanding these connections can improve the learning of complex ideas. It also constitutes an opportunity to provide a multifaceted intervention for communities of learners, which would, itself, be a coordinated network of collaborative efforts to develop a network literate populace. In this paper, the authors describe addressing these issues through a multi-phase, multi-year approach to professional development with formal and informal educators; the outcomes of this work; and next steps.

As the development of language assessment literacy (LAL) has grown to be a highly regarded and much-researched field of teacher professional education in recent decades, this study seeks to investigate the needs of in-service university English teachers for LAL development, teachers' current level of LAL as well as factors that facilitate or impede teachers' development of LAL. The primary aim of the study is to identify areas in which teachers require further knowledge and training in language assessment and to devise effective strategies for enhancing their language assessment competency. By running Principal Component Analysis, four dimensions were identified: assessment in language pedagogy; technical skills; language assessment for learning; and assessment principles and concepts. 871 in-service English university teachers participated in the survey. Descriptive analysis was employed to compare teachers' assessment knowledge with their actual practice. Moreover, Chi-square test was used to examine the correlation between teacher backgrounds and their development of LAL. Results indicated that the disparities in LAL development needs between different teacher cohorts gradually diminished as teachers gained teaching experience. Teachers demonstrated their confidence in the understanding of LAL, but there was still a need to enhance their knowledge of assessment principles and concepts, as well as psychometric analysis of language assessment.