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Quality Development by Professionalization (Effectiveness of TPD programs,…
Quality Development by Professionalization
Teacher PD, Why important?
TPD: a long-term complex process of
qualitative changes
in teaching aimed at teacher performance
improvement
in the classroom and ensuring students' success
Types of TPD programs
Courses/Workshops
Qualification Program
Individual or Collaborative Research
Network of teachers
Education conferences/seminars
Mentoring & Peer Observation and Coaching
Directions of TPDs
Professional development programs offered by institutions
Normally characterize the situation in many countries
Transmit knowledge and skills by providing isolated training seminars dedicated to a specific topic
less effective: does not take into account the problems of real-life classroom problems
Professional development programs that are related to educational reforms
Designed from a perspective of situated learning
Relate teacher training to the daily tasks of classroom instruction
teacher: main aspect of successful teaching and learning, behavior of teacher-->most infuence on learning outcomes
teachers should be experts
Teacher competences
Motivation
Knowledge
Beliefs
Self-regulation
teaching requires skills that mostly can be learned
Gradual development of teaching skills and professional knowledge
Ability and willingness to create successful instruction
Characteristics of an expert
Comprehensive experiences
Highly structured domain-specific knowledge (organized in chunks)
Very good domain-specific problem-solving skills
Intuitive grasp of situations
Standards in Teacher Education
Standards: provide direction for PD over a long time
InTASC, Model Core Teaching Standards: certifying institutions, helping teachers to improve and deepen their practice
Principle 1 - Content Pedagogy
the teacher understands the central
concepts, tools of inquiry, and structures of the disciplines
and can
create learning experiences
that make these aspects of subject matter meaningful for the students
Principle 2 - Student Development
The teacher understands
how children learn and develop
, and can provide
learning opportunities
that support a child's intellectual, social, and personal development.
Principle 3 - Diverse Learners
The teacher understands
how students differ
in their approaches to learning and creates
instructional opportunities
that are adapted to diverse learners.
Principle 4 - Multiple Instructional Strategies
The teacher understands and uses a
variety of instructional strategies
to encourage student development of critical thinking, problem solving, and performance skills.
Principle 5 - Motivation and Management
The teacher uses an understanding of
individual and group motivation and behavior
to create a learning environment that
encourages
positive social interaction, active engagement in learning, and self-motivation.
Principle 6 - Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal and media
communication techniques
to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7 - Planning
The teacher
plans instruction
based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8 - Assessment
The teacher understands and uses formal and informal
assessment strategies
to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle 9 - Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions
on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10 - School and Community Involvement
The teacher
fosters relationships
with colleagues, parents, and agencies in the larger community
to support students' learning
and well being.
Teaching: 1. Mastery of standards 2. Performance-based
Assessing TPDs
Educational reforms
increase student learning
teacher learning
improved instruction
Ways of measuring TPDs effectiveness
Identify what counts as PD
“Any activity that is intended partly or primarily to prepare paid staff members for improved performance in present or future roles in the school districts”
Use a Critical Features Approach
Translate complex, interactive, formal, and informal nature of teacher learning opportunities--> manageable, measurable phenomena
Critical Features
Content focus
The content focus of teacher learning may be the most influential feature.
Active learning
Opportunities for teachers to engage in active learning are critical for the effectiveness of TPD programs
Coherence
Teacher learning and teachers’ knowledge and beliefs +consistency of school, district, and state reforms with what is taught in TPDs
Duration
Activities that: - are spread over a semester (or intense summer institutes with follow-up during the semester) include 20 hours or more of contact time
Collective Participation
Collective participation allow teachers to have opportunities for collaboration so that they can learn from each other
Investigation of TPD
Observation
Interviews
Surveys
A core theory of action for PD
Core features of PD
Increased Teacher Knowledge & Skills-->change in attitudes & beliefs
Change in instruction
Improved student learning
Effectiveness of TPD programs
professional development
practice
consultation
mentoring
learning
study and improve
reflection
whether time matters?
yes
longer duration--more possibilities for learning
no
numbers of hours did not have direct effects
short-term tpds
types
information meetings
1 day workshops and training sessions
coaching and intervention
mentoring
classroom observations
participation in a network
offsite team training sessions
book and study clubs
research projects
factors that make TPD effective
features of intervention
improve of attitude
improve of students results
increase of teacher knowledge,skills
increase of teacher quality
effective design features of short-term TPD
duration is determined by the desired learning objectives and topic completely
design is based on communicated learning objectives
needs of the participants are identified and addressed
opportunities to practice their new skills and provide feedback
the PD opportunities for group discussion
pre-work or homework to supplement limited face to face time
active learning
participant-centered environment
follow-up support for implementation of complex skills
TE around the globe
importance for TE
There is increasing evidence that teacher education matters
opportunities to learn in initial teacher education affect teachers' professional knowledge development
such knowledge has been found to predict teaching quality and student achievement
TE in Europe
the aims, the Bologna process
to address challenges of globalization in higher education
to increase international compatibility of higher education
to address key problems, such as quality assurance
the Bologna agenda is particularly challenging for teacher education
TE in Europe, structural trends
common structure of degrees in teacher education
TE mostly delivered in universities
about 89% of member countries the bachelor-master degree system
38% require a master's degree for at least secondary teachers
TE in America, context
evidence of improvements
involvement of strong connection theory and practice
competing agenda
accreditation
criticism on teacher education
programs of preparation
theory
models of classrooms
classroom management
practice, student teaching
candidates working with teachers
Teacher Reflection
theoretical background of TR
Donald A. Schön (1987) professional education should be centered on enhancing the practitioner´s ability and problem solving
problems
the conventional approach inhibits the self-directed growth of student teachers and fails to promote their full professional develipment
solution
elementary student teaching program at the Wisconsin University Madison
it is different because
goals of reflective teaching
autonomy of student teachers
increasing democratic participation in systems of educational government
conceptual orientation
three main goals
emphasize the preparation of teachers who are both will and able to reflect
material and ideological constraints and encouragements embedded in the classroom. school and social context
develop pedagogical habits and skills necessary for self directed growth to participate fully in the making of educational policies
how the program designed in detail
has technical competence in instruction and classroom management
has the ability to analyze practice to see classroom and school behaviors
is aware that teaching is an activity that has ethical and moral conseque
plays an active role in developing a respect for individual charateristics
International TPD
objectives
Review of teaching in Mexico, South Korea
mexico
Javier Lopez
➔ Morning school and afternoon school
➔ 40 hours per week in the classroom, 2 hours per week
for planning
➔ Consistently teaches 8 classes per day
➔ Very full schedule with back to back classes, so very
little time for communication with colleagues
➔ Staff meetings every 2 months
south korea
Eun-Young Choe
➔ 37 students
➔ 20 class periods in 5 classes per week, total of 55-60
hours worked per week
➔ Varied schedule each day
➔ Works every other Saturday for student activities
➔ During free periods, teachers share experiences and
new ideas
and Taiwan
➔ Fong Wang
➔ 34 students
➔ 17 class periods per week
➔ Teachers have a homeroom shared by 15 teachers
➔ 2 free periods per day for planning and parent
communication
➔ 3 hours of professional development every Friday for
math teachers
➔ Discuss similarities and differences
➔ Overview of teacher professional
development in non-European countries
➔ Activity
Teaching Analysis Poll (TAP)
Why TAPs in Teacher Professionalization?
Student evaluation of teaching (SET)
Serve as means of internal evaluation
Direct feedback from students to teachers
Purpose of TAPs: Improve instruction during semester
improvement of e.g. teaching behaviour
How do TAPs work?
Collaborative Feedback, guided by an external evaluator
• Developmental feedback <-> judgmental feedback
• Feedback is then given back to instructor
Example: Collaborative midterm student
evaluations
method
N = 140 students from three marketing courses
• Online vs. traditional evaluation
• “evaluation of the evaluation”
Fostering Professional Learning Communities
The Evolution of PLC
Networked learning communities
Inter-Agency
Quality Control
PLCs for Monitoring and
Improvement
Classroom Isolation with some
Collegiality and Sharing
Vygotsky‘s Social Learning Theory
“Every function of…development appears twice: first, on the social level and later on the
individual level; first between people and then inside people …All higher functions originate
from actual relationships between individuals.”
Wenger‘s Communities of Practice
Common
interest
Common goal of improving
Share
experiences
teacher resistance
objectives
Different aspects of Resistance to change
Teachers’ resistance to change after receiving feedback
Consequences
the negative aspects
Constructive feedback does not occur.
Low level of acceptance of standardized tests.
Threat to professional autonomy.
Not trusting info from the systematic data collection.
Results only as additional info of students performance
the positive aspects
training to receive feedback
acceptance of the need of reform
consequences
What is the deeper meaning of this resistance?
Understand that this teaching behavior and attitude is normal
Understanding both perspectives
teacher questions
Will the innovation or change help me as an individual?
Does the change help me?
How can I adapt the change to fit the needs of my particular students?
Didactics in higher education /
University didactics
Model for academic development (after Kröber, 2010)
University as Organisation
Strategies, visions,
management, …
University Teams
(management / research)
University staff
Aim of Didactics in Higher Education I
Investigation and improvement of teaching in institutions of higher
education (Borchert, 2002)
new guidelines for competence-based teaching
central role: active learning methods and self-regulated learning
enhance the focus on quality of education
Effectiveness of Workshops in Higher Education
Ulreich (2013); questionnaire:
higher knowledge and more competencies of instructors
instructors set and reached didactical aims
better evaluated by students
Outcome–based Teaching and Learning
using constructive Alignment
Teaching: engaging the student in the verb in the ILO
verb in the ILO
what the student has to learn
how well the student has met the ILO
i