This chapter highlights the effectiveness of teacher professional development to expand and support the implementation of project-based learning. Teacher professional development is essential for the growth of teacher content comprehension in the educational environment, confidence, and refining instructional learning segments. The purpose was to increase the capacity and implementation of project-based learning through teacher professional development that afforded distinctive methods in which teachers acted as a team with a variety of learning tasks, assessments, tools and materials. Consideration was given to educational collaboration and support, the influence of teacher mindset and self-certitude, resource impediments, and improving student participation. The results denoted valuable inferences of how professional development for teachers could guide the function of project- based learning in the learning environment.
This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.
This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.
A new teaching and learning experience is emerging thanks to the emanation of a new set of Web 2.0 tools. This experience is more inclusive where students are guided through a curriculum that better adapts to their individual learning styles, encourages collaborative teamwork, and facilitates critical thinking and problem solving through a variety of communication, visualization and simulation technologies. A discussion of providing a platform for reviewing and reflecting on shared learning experiences through the use of VoiceThread and digital video recording for all levels of learners is presented. The chapter highlights the power and barriers related to the application of educational technology for teacher candidates, teacher educators, teachers and students. The author proposes that teachers can become empowered, teacher educators and teacher candidates can reflect and connect curriculum with authentic activities through the application of VoiceThread, a Web 2.0 tool that will support learning and collaborating more effectively worldwide.
This chapter focused on the effectiveness of a professional development initiative on the planning, designing, and implementing project-based learning in mathematics, science, and special education classrooms. The purpose was to highlight project-based learning and the development of a professional development learning community that provided unique ways in which teachers engaged with a variety of learning tasks, assessments, and resources while practicing vital mathematics and science skills with diverse students. Attention was given to the importance of teacher attitude and confidence, collaboration, school support, barriers, and increasing student engagement. The case study method was used to amass and probe data. The results indicated valuable suggestions about the effectiveness of professional development for active engagement in project-based learning through networking, differentiating instructional strategies, creating new assessment tools, and gaining content knowledge and pedagogical skills.
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