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Greer, Kania; Stueve, Lisa Michelle – Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 2019
In 2016 Georgia Southern University Institute for Interdisciplinary STEM Education (i 2 STEM e ) was approached by a collaborative group of educators from India now living in the US. They noticed a need for teachers in India to have access to the Interdisciplinary STEM Education pedagogical techniques through focused professional development. Over…
Descriptors: Foreign Countries, Global Approach, Faculty Development, Interdisciplinary Approach
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Jusinski, Margaret M. – Teacher Development, 2021
Like their counterparts in business, teachers who act as knowledge brokers play a key role in transferring and translating knowledge from those who have it to those who need it. This article reports on findings of a qualitative study which examined how four knowledge broker teachers influenced the professional development of their colleague…
Descriptors: Teacher Role, Faculty Development, Knowledge Management, Educational Technology
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Cothern, Thomas – School Leadership Review, 2020
Professional development activities offered principals are often a hodgepodge of different types of programs designed to foster the sustainability of leadership practices. While professional development is important for the continual improvement of principals, Guskey (2003) describes professional development activities as generally having a…
Descriptors: Rural Schools, School Districts, Principals, Professional Development
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Yücedag, Zeynep; Sevik, Mustafa – International Journal of Curriculum and Instruction, 2021
In our global world, governments have focused on the professional development of teachers since teachers are seen as key elements of educational settings to increase students' achievements and the overall quality of education. Thus, EFL teachers are required to equip themselves with up-to-date theoretical and pedagogical knowledge in line with the…
Descriptors: Faculty Development, Cross Cultural Studies, Language Teachers, Second Language Learning
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Avidov-Ungar, Orit; Herscu, Osnat – Professional Development in Education, 2020
The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level,…
Descriptors: Professional Development, Elementary School Teachers, Teacher Attitudes, Learning Experience
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Groothuijsen, S. E. A.; Prins, G. T.; Bulte, A. M. W. – Professional Development in Education, 2019
The aim of this study is to establish an empirically substantiated professional development programme for teachers to become lead teachers who are able to support professional development of peers in times of curriculum innovation. The design of a professional development programme, participants' learning outcomes and their interrelatedness are…
Descriptors: Faculty Development, Teacher Leadership, Curriculum Development, Teacher Collaboration
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Ketelhut, Diane Jass; Mills, Kelly; Hestness, Emily; Cabrera, Lautaro; Plane, Jandelyn; McGinnis, J. Randy – Journal of Science Education and Technology, 2020
Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand…
Descriptors: Computer Science Education, Computation, Thinking Skills, Faculty Development
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Cho, Moon-Heum; Lim, Seongmi; Hwang, Hongseop – Teacher Educator, 2021
Effective teacher professional development is the key to improving primary school teachers' ability to implement learner-centered education; however, guidance on building such professional development programs for teachers in Africa that accommodates local realities and cultures has rarely appeared in the literature. Reported in this study, a…
Descriptors: Foreign Countries, Faculty Development, Elementary School Teachers, Student Centered Learning
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Falkner, Katrina; Vivian, Rebecca; Williams, Sally-Ann – Computer Science Education, 2018
Computer Science (CS) curricula are being adopted worldwide. However, the lack of prior teaching training within this area means that we have an urgent need to provide teacher professional development. Best practice teacher professional development motivates us to construct interactive and sustainable models of professional development. However,…
Descriptors: Computer Science Education, Curriculum, Faculty Development, Best Practices
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Emery, Nathan; Maher, Jessica Middlemis; Ebert-May, Diane – Innovative Higher Education, 2019
Professional development in teaching is a critical component of ongoing work to improve student learning outcomes in higher education, especially STEM education. While there are many large-scale professional development programs designed to help participants change the way STEM is taught, few have thoroughly evaluated the outcomes to determine…
Descriptors: College Faculty, Faculty Development, STEM Education, Teaching Methods
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Philipsen, Brent; Tondeur, Jo; McKenney, Susan; Zhu, Chang – Technology, Pedagogy and Education, 2019
This article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection.…
Descriptors: Faculty Development, Logical Thinking, Models, Foreign Countries
McCormick Center for Early Childhood Leadership at National Louis University, 2021
/=[Most professional development opportunities for early childhood teachers are offered as face-to-face sessions (in various forma*ts, including workshops, coaching, and college courses), tailored for teachers in traditional school- or center-based child care, offered during a traditional academic year, or during summer, or on professional…
Descriptors: Faculty Development, Online Courses, Early Childhood Teachers, Early Childhood Education
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Sumowski, Robert F.; Peters, Joseph M. – IAFOR Journal of Education, 2019
Professional Development School Partnerships have the potential to provide unique experiences for teacher candidates and also provide important professional development for the K-12 school personnel involved in the relationship. According to the National Association of Professional Development Schools (2008), a key essential to a successful…
Descriptors: Professional Development Schools, Partnerships in Education, College School Cooperation, Institutional Autonomy
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Easterly, R. G., III; Myers, Brian E. – Journal of Agricultural Education, 2019
Teachers should possess a set of professional commitments, which includes active participation in professional development that leads to student learning. The purpose of this study was to explore the relationship between professional development engagement and career satisfaction. This study used a quantitative descriptive correlational research…
Descriptors: Faculty Development, Agricultural Education, Job Satisfaction, Active Learning
Morningstar, Mary E.; Clark, Kelly A.; Holzberg, Debra G. – National Technical Assistance Center on Transition, 2017
The purpose of this annotated bibliography is to summarize relevant research to update practitioners and professional development (PD) providers about designing effective and impactful professional development models. Few studies were found specific to transition professional development; therefore, this bibliography includes a wider review of PD…
Descriptors: Faculty Development, Models, Program Design, Professional Development
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