Literaturnachweis - Detailanzeige
| Autor/in | Lee, Hea-Jin |
|---|---|
| Titel | Developing a Professional Development Program Model Based on Teachers' Needs |
| Quelle | In: Professional Educator, 27 (2005) 1-2, S.39-49 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0196-786X |
| Schlagwörter | Inservice Teacher Education; Educational Change; Experiential Learning; Discussion; Partnerships in Education; Teacher Improvement; Program Effectiveness; Faculty Development; Models; Academic Standards; Mathematics Instruction; Workshops; Teacher Collaboration; Needs Assessment; Teacher Participation; Ohio |
| Abstract | This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long term. The goals, content, main activities, and structure of the present professional development program were decided based on teachers' and administrators' inputs. The structure of this model was a combination of traditional and reform types. The main activities of the programs were hands-on activities, collaborative work, reflections, discussions, self-monitored practice, and providing an inservice program. The effects of the program are discussed in the Findings. This study suggests ways to enhance professional learning: including the participants as decision makers and consumers, recruiting participants from the same context, connecting professional learning and practice, and building a partnership between university, public schools, and local education agents. The technical and simplistic view of teaching held in the 70s and 80s proposed that the goal of inservice teacher education be to increase teachers' knowledge by bringing in outside expertise. In the 90s, the focus of professional development widened to include not only teachers but also the organizations to which they belonged (Loucks-Horsley, 1995). In recent years, effective professional development experiences have been designed to help teachers build a new understanding of teaching and learning through direct experience with strategies that help students learn in new ways (Garet et al., 2001). (Author). |
| Anmerkungen | Truman Pierce Institute, 3084 Haley Center, Auburn University, AL 36849-5218. Tel: 334-844-5793; E-mail: professionaleducator@auburn.edu; Web site: http://education.auburn.edu/resourcesservices/trumanpierceinstitute/theprofessionaleducator/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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