Moving Toward Teamwork Through Professional Development Activities

Fitzgerald, Meghan Marie; Theilheimer, Rachel

doi:10.1007/s10643-012-0515-z

Cited by 17 publications

(5 citation statements)

References 10 publications

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“…The social dimension is related to interpersonal interactions with colleagues. It begins with the understanding that isolation is not ideal, and moves on to cooperating with colleagues and valuing that collaboration (Fitzgerald & Theilheimer, 2013). The highest level of the social dimension is initiating and developing collaborations and teamwork (McTighe & Emberger, 2006).…”

Section: Teachers' Professional Growth (Pg)mentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

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Section: Teachers' Professional Growth (Pg)mentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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“…Depending on each preschool’s current practice, the elements of the intervention will add to, extend, and/or integrate with and improve existing activities in line with the Theory of Expanded, Extended, and Enhanced Opportunities ( Beets et al, 2016 ), which corresponds with concepts of organizational learning ( Nonaka, 1994 ; Wells, 1999 ; Moilanen, 2005 ). In collaboration with the researchers, the next phase will involve developing strategies for the implementation and integration of the new policy and practices into the preschool’s daily practice ( Fitzgerald and Theilheimer, 2013 ; Heikka et al, 2019 ). The final phase will consist of monitoring and evaluation, revision, and learning.…”

Section: Methods and Analysismentioning

confidence: 99%

Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers

et al. 2020

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Professional development of staff and a whole-child approach that integrates PA with cognitively engaging play and learning activities in the preschool setting may provide a feasible vehicle to enhance both physical and cognitive development in young children. ACTNOW is designed to test this hypothesis to provide a sustainable way to build human capital and provide an early solution to lifelong public health and developmental challenges. Clinical Trial Registration: www.ClinicalTrials.gov identifier NCT04048967.

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“…According to Fitzgerald and Theilheimer (2013), teamwork is related to professional development, as it enables staff members to learn together and build peer relationships and feelings (Slaughter-Defoe & Carlson, 1996). These factors are especially important for novice teachers who learn from veteran teachers (Egodawatte, McDougall, & Stoilescu, 2011).…”

Section: Teacher-student Relationsmentioning

confidence: 99%

The effect of entrepreneurial leadership on teacher job satisfaction: The mediating effect of professional development, teacher-student relations and teamwork

2024

Education Applications &Amp; Developments IX

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Moving Toward Teamwork Through Professional Development Activities

Cited by 17 publications

References 10 publications

Professional Growth of Novice and Experienced STEM Teachers

Professional Growth of Novice and Experienced STEM Teachers

Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers

The effect of entrepreneurial leadership on teacher job satisfaction: The mediating effect of professional development, teacher-student relations and teamwork

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