Owning professional development: The power of teacher research

Adams, Barbara M.

doi:10.31274/etd-180810-1064

Cited by 1 publication

(1 citation statement)

References 74 publications

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“…The interaction has the potential of providing greater accessibility to participants' points of view. Many researchers have used them to identify teachers' beliefs about quality in childcare (Ceglowski, 2004), early childhood education services (McLachlan, 2005), owning professional development (Adams, 2009), teachers' opinions about in-service teacher training programs in the Turkish educational system (Kavak et al, 2012), and reflections on the revised national curriculum for preschool in Sweden (Brodin & Renblad, 2014), among numerous other topics.…”

Section: Methodsmentioning

confidence: 99%

Effective Approaches to Teacher Professional Development in Thailand: Case Study

Erawan,

Erawan

2024

JEL

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This research aimed to investigate effective approaches to teacher development as a meaningful form of professional development (PD). The objective was to assess the impact of teachers’ learning as an approach to PD and to summarize best practices. The study involved teachers from two primary schools who participated in the Healthy School Empowerment Project, a four-year collaborative learning initiative designed to support educators in improving classroom instruction and enhancing school performance. The findings revealed the most effective approaches for professional development and enhancing teachers’ learning include establishing the school as a professional learning community (PLC), implementing teacher-as-learner programs, providing coaching by master teachers, and fostering teacher networks. Bottom of Form

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