Edcamp: Listening to the Voices of Teachers

Autor/inn/en	Wake, Donna; Mills, Michael
Titel	Edcamp: Listening to the Voices of Teachers
Quelle	In: Issues in Teacher Education, 27 (2018) 3, S.90-106 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Faculty Development; Teacher Attitudes; Program Effectiveness; Technology Integration; Teaching Methods; Elementary School Teachers; Secondary School Teachers; College Faculty; Paraprofessional School Personnel; Substitute Teachers; Educational Technology; Technology Uses in Education; Classroom Techniques; Arkansas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung
Abstract	Effective professional development (PD) can be a powerful tool in school success and teacher satisfaction; however, teachers often report their PD experiences as lackluster or not responsive to their immediate needs (Desimone, 2011; Guskey, 2009; Lutrick & Szabo, 2012). Teachers need professional support in today's educational environment to implement new curriculum standards, appropriately integrate new technology, prepare students for both old and new test formats, support diverse learners, and meet the criteria imposed by new teacher evaluation systems. The purpose of this study is to examine one model for staging relevant and responsive PD for teachers: Edcamp. Data from the workshops scheduled and teacher responses to a survey are explored in this article. Specifically, it focuses on the following three questions: (1) How do teachers describe their typical professional development experiences? (2) What professional development topics, issues and needs are being requested by teachers in one local context? and (3) How to teachers respond to the "Edcamp" professional development model? (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01