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Author: Bridget Maguire Publisher: ISBN: Category : Languages : en Pages : 41
Book Description
The purpose of this study is to examine teacher perceptions of professional development in private Catholic schools. The participants were a group of four hundred seventy-four educators from forty-three schools in a large Catholic diocese in southern California. The data was collected, analyzed, and compared to research found in the existing literature to determine the best forms of support and continued learning for teachers. Ultimately, this study provides an outline of different types of teacher support, along with teacher perceptions about professional learning. The types of teacher support included in this study are: (1) support through resources, (2) support from administration, and (3) collaborative support. In addition to administrators providing formal professional development, collaboration time, and adequate resources for teachers, this study suggests that educators will also benefit from frequent observations and feedback.
Author: Bridget Maguire Publisher: ISBN: Category : Languages : en Pages : 41
Book Description
The purpose of this study is to examine teacher perceptions of professional development in private Catholic schools. The participants were a group of four hundred seventy-four educators from forty-three schools in a large Catholic diocese in southern California. The data was collected, analyzed, and compared to research found in the existing literature to determine the best forms of support and continued learning for teachers. Ultimately, this study provides an outline of different types of teacher support, along with teacher perceptions about professional learning. The types of teacher support included in this study are: (1) support through resources, (2) support from administration, and (3) collaborative support. In addition to administrators providing formal professional development, collaboration time, and adequate resources for teachers, this study suggests that educators will also benefit from frequent observations and feedback.
Author: Elizabeth Baker Publisher: ISBN: Category : Education Languages : en Pages : 477
Book Description
The purpose of this qualitative phenomenological study was to describe the perceptions of elementary teachers about professional development experiences in a Catholic diocese in the Midwest. Professional development in this study was defined as local or contextual experiences, regional experiences, diocesan experiences, and other events of learning such as graduate level coursework, workshops, or conferences. The study noted teacher perceptions of how and why professional development decisions are determined so that teacher growth and actions can be enhanced by their professional development experiences. A within-case and cross-case analysis of eight individual case studies of elementary classroom teachers, each with over ten years of experience teaching in a Catholic diocese in the Midwest, was used to investigate the subsequent research questions. The overarching research question was: How do teachers perceive their professional development experiences? The sub-questions used for the systematic research process included: (a) What professional development experiences do teachers perceive as meaningful and useful?, (b) What professional development decisions by leaders do teachers perceive as useful and meaningful in promoting high levels of academic achievement for all learners?, (c) How can leaders reframe professional development decision making to sustain teacher growth as perceived by teachers?, and (d) How can leaders reframe professional development decision making to sustain social justice towards teachers? Through analysis of narratives, focus group sessions, and interviews, two dominant themes of relevancy and practicality were determined. The subthemes of professionalism, disconnect, technology, and attributes of teachers were also determined. The data from this study found that teachers perceive that professional development experiences on the local level are positive when relationships between the administrator and the teachers are positive. Beyond the local, professional development experiences may or may not be relevant or practical because teachers are not asked about their contextual needs. Teachers perceived that asking, listening, and trusting their opinion concerning professional development experiences was important in reframing relevant and practical experiences
Author: Leonardo Franchi Publisher: Springer Nature ISBN: 9811947279 Category : Education Languages : en Pages : 182
Book Description
This book explores in a theoretical and practical sense the challenges and opportunities arising in the initial and ongoing formation processes for teachers in Catholic schools. It showcases a range of international perspectives on how prospective teachers for Catholic schools are prepared both academically and pastorally for their professional role. Divided into two parts, Part 1 of the book focuses on certain countries in the Anglosphere; each country with a dedicated chapter in which the academic and pastoral approaches to teacher formation are examined in the context of its particular cultural, political and religious landscape. Part 2 of the book examines specific areas of interest with particular reference to what it means for the Catholic Church’s mission to offer suitable formation to its corps of teachers. Building on the editors' previous work, this book offers a fresh perspective on this subject by bringing together observations from selected local contexts on what Catholic teacher formation looks like as a set of organised processed and structures. It also shows how the study of educational themes offers challenges to current practices, but also opportunities for fruitful engagement with other educational perspectives.
Author: Cory A. Halvorson Publisher: ISBN: Category : Career development Languages : en Pages : 64
Book Description
As the 2017-2018 academic year began, every school in the state of Wisconsin was required to participate in the Academic and Career Planning (ACP) initiative, also known as PI 26 (WI DPI, 2016a). The ACP process helped students integrate career development activities with their academic coursework. To do so, students created and maintained evidence that documented those activities (WI DPI, 2016c). Through this descriptive study, data identified academic teachers' understandings of career development, and what steps they took to incorporate the ACP requirements into their curriculum. Findings from the data suggested that teachers felt more time was needed on professional development related to the integration of ACP into their curriculum. In addition, the respondents believed that more in-depth training using the Career Cruising platform would benefit their instruction, and ultimately, the students' learning.
Author: Imelda R. Castaňeda Publisher: ISBN: Category : Languages : en Pages : 266
Book Description
This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.
Author: Michael James Orlando (Jr.) Publisher: ISBN: Category : Catholic high school teachers Languages : en Pages : 155
Book Description
Effective teacher professional development has required an understanding of the various forms and structures of teacher learning that have supported skill development and collaboration. Previous research suggested that teacher collaboration and learning has improved through the use of reflective inquiry practices, professional learning communities, shared leadership, and peer mentoring. Despite the evidence of enhanced teacher collaboration through these components of professional learning, teacher perception of such development activities has varied. In particular, sparse research has investigated teachers' perception toward collaborative professional development in the private secondary faith-based school context. Therefore, the purpose of this research was to understand how educators within this context perceived collaborative teacher professional development. The researcher used a purposeful sample of three educators who have participated in professional development at the research site. The researcher utilized interpretative phenomenological analysis (IPA) in order to interpret how participants made sense of their involvement in teacher learning activities. Using the theoretical frameworks of Garet et al. (2001) and Wenger (1990), the researcher reported the participants' sentiments of how teacher collaboration affected their professional growth. The research findings demonstrated how individuals at this research site's viewed professional learning. Moreover, the participants revealed the structures of professional development that enhanced or hindered their ability to participate effectively in the school's teacher development program. The researcher concludes that future practice at this school must address the design and dissemination of collaborative professional learning activities in order to support teachers' growth.
Author: Bridget Maguire
Author: Bridget Maguire
Author: Elizabeth Baker
Author: Cathryn M. Whisman
Author: Leonardo Franchi
Author: Cory A. Halvorson
Author: David Hustler
Author: Imelda R. Castaňeda
Author: Michael James Orlando (Jr.)
Author: Toni L. Arnold
Author: Nurul Aini Aminudin