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39, No. The need for special science courses for teachers: two perspectives. (2000). McDermott, L.C. School cultures as contexts for informal teacher learning Elena Jurasaite-Harbison and Lesley A. Rex Volume 26, Issue 2, February 2010, pp. Education + Training. An Affinity for Learning: Teacher Identity and Powerful Professional Development James Noonan1 Abstract Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. (2010). Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). Adapted from Lee, I. Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Teachers learning how to learn Mary James and Robert McCormick Volume 25, Issue 7, October 2009, pp. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher’s complex emotional identity and to cultivate positive emotional growth. The realization of online learning communities to facilitate teacher professional development is a matter of carefully and deliberatively designing dynamic learning environments that foster a learning culture. Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. Article view Figure view Cited (4) cite article Keywords. & DeWater, L.S. I propose a deliberate and widespread integration of creative and therapeutic pedagogic approaches in pre-service teacher education and continuing teacher professional development with the aim of establishing healthy and healing classroom environments in schools, universities and other spaces where teacher and teacher educator learning happen. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. Professional Learning and Development A new Professional Learning and Development (PLD) website has launched . Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic. Mor, Y., & Mogilevsky, O. The Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen- Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Teachers are the foundational component of any educational system. To acknowledge some runs the risk of omitting others. We frame learning to teach as a lifelong process that includes formal pre-service and continuing education programs for teachers and a variety of informal experiences that contribute to teachers’ professional knowledge. The process of reflection is a cycle which needs to be repeated. Learning Journals: A Handbook for Academics, Students and Professional Development. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice. Analysis, based on a two-dimensional neo … The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teacher learning in technology professional development and its impact on student achievement in science. It argues that a new trend tends to permeate the teaching profession: reflecting on what teaching really means. All Journals Professional Development in Education List of Issues Search in: Top; Journal Professional ... Browse the list of issues and latest articles from Professional Development in Education. This paper briefly reviews the evidence on the use of the reflective journal as a learning and professional development tool for teachers and school administrators. Teacher professional development in Teaching and Teacher Education over ten years . 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