A sense of professionalism: the impact of 20-day courses in subject knowledge on the professional development of teachers

Turner‐Bisset, Rosie; Nichol, Jon

doi:10.1080/13664539800200057

Cited by 4 publications

(5 citation statements)

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“…Furthermore, there is a particular recognition that the mathematical subject knowledge of teachers is an important factor in the teaching and learning of mathematics in the primary school (Williams 2008). Research has demonstrated a link between teachers' mathematical knowledge for teaching (MKT) and the quality of teaching and learning (Askew, Brown, Rhodes, Johnson, and Wiliam 1997;Turner-Bisset and Nichol 1998;Rowland, Martyn, Barber, and Heal 2000). The seminal work of Ma (1999) demonstrated that Chinese teachers with 'profound understanding of fundamental mathematics' (PUFM) were better equipped to teach elementary mathematics than their American counterparts, who lacked the same depth of knowledge.…”

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confidence: 97%

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Turner

2012

Research in Mathematics Education

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In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also trying to understand how such development occurred and might be facilitated. The Knowledge Quartet (KQ) framework was used as a tool to support focused reflection on the mathematical content of teaching, with the aim of promoting development in mathematical content knowledge. Although I focused primarily on whether and how focused reflection using the KQ would promote development, it was impossible to separate this from other influences, and in this paper I discuss the ways in which reflection was found to interrelate with other areas of influence. I suggest that by helping the teachers to focus on the content of their mathematics teaching, within the context of their experience in classrooms and of working with others, the KQ framework supported development in the MKT of teachers in the study.

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confidence: 97%

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Turner

2012

Research in Mathematics Education

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“…A longer instructional period vis-à-vis mentoring and role modeling in the classroom and clinical settings may be needed to effectuate a change in the core values of professionalism. 25,[29][30][31] The physical therapists in this study demonstrated "poor" knowledge of professionalism as the average baseline (pre-intervention) score for knowledge of professionalism was only 69%. This finding is not particularly surprising because professionalism is not currently taught in the physical therapy education programs in Nigeria.…”

Section: Discussionmentioning

confidence: 74%

“…21,22 Educational interventions in the form of classroom lectures, conferences, and short-and long-term continuing education professional development workshop have been used previously to improve job satisfaction, critical-thinking skills, and leadership and communication skills of physicians, nurses, and teachers. [23][24][25][26][27][28][29][30][31][32] For example, a 20-day professional development course designed for primary school teachers demonstrated significant effects on the teachers' thinking, classroom practice in all subjects, and sense of professionalism. 31 Also, a continuing education professional development workshop has been reported to improve leadership and communication skills of medical students and nurses.…”

Section: Introductionmentioning

confidence: 99%

“…[23][24][25][26][27][28][29][30][31][32] For example, a 20-day professional development course designed for primary school teachers demonstrated significant effects on the teachers' thinking, classroom practice in all subjects, and sense of professionalism. 31 Also, a continuing education professional development workshop has been reported to improve leadership and communication skills of medical students and nurses. [28][29][30] There is a growing call around the world to include professionalism contents in the entry-level physical therapy education curriculum and to offer professionalism-focused continuing education workshops for practicing physical therapists.…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

Balogun¹,

Mbada²,

Balogun³

et al. 2018

IJAHSP

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Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist's aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p < 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p > 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p < 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism.

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“…Turner-Bisset links the amalgam of knowledge bases with Bruner's theory (1966) about different modes of knowledge representation, the enactive, iconic and symbolic. Investigation of the nature of teachers' pedagogical content knowledge was central to an analysis of two parallel British government funded 20-day courses for teachers of history in England that directly influenced the creation of the Intervention Strategy Nichol 1997a, and1997b;Nichol and Turner-Bisset, 1998). They examined two different approaches to primary history twenty day long inservice courses, courses A and B.…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Guyver¹,

Nichol²

2004

History Education Research Journal

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The question of what makes for effective initial professional development of teachers is both complex and contested. From 1992 in England there have been major changes to the pattern of initial teacher training [ITT], changes that have been centrally imposed with minimal or no consultation with the Higher Education Institutes' [HEI] teacher training community involved. The revolution has seen initial professional development move its locus from HEIs to schools and colleges, with a downgrading in both the role and status of HEIs in the process. The study reported below is a longitudinal one from 1996-2000 into the factors that affect the professional development of teachers of history to 7-11 year olds. Because of the disruption caused by changes in government policy towards both schools and HEIs the research adopted a case study approach, examining the career paths of 18 initial trainees within the context of developing their professionalism. The findings are accordingly tentative but suggest that professional development in terms of the teaching of history is a highly complex long-term process that has two dominant influences: the students' prior experience of both learning and being taught history and the Initial Teacher Training within the HEI. The paper examines within the ITT course the affect that an Intervention Strategy for the teaching of History had upon the student teachers. The conclusion is that where students have a well developed and syntactic understanding of the discipline prior to the course that the Intervention Strategy builds upon and complements, they are able to develop many of the features of proto-expert teachers of history. Where their prior experience of history as an academic discipline is limited, both the overall college course and the Intervention Strategy have a relatively superficial impact upon their development as teachers of history.

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A sense of professionalism: the impact of 20-day courses in subject knowledge on the professional development of teachers

Cited by 4 publications

References 10 publications

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

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