Teachers As Learners:  Implications Of Adult Education For Professional Development

Beavers, Amy S.

doi:10.19030/tlc.v6i7.1122

Cited by 57 publications

(47 citation statements)

References 13 publications

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“…Bouchard argues that professionals embark on SDPD, as a means to solve a real self-defined and immediate problem to meet their specific needs. Beavers (2009) concurs with this view and argues that teachers should be given a voice in their own professional development.…”

Section: Literature Reviewmentioning

confidence: 68%

Teachers’ Self-directed Professional Development: Science and Mathematics teachers’ adoption of ICT as a professional development strategy

Mushayikwa

2013

African Journal of Research in Mathematics, Science and Technol

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This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's Practicality Ethic and Loucks-Horsley et al.'s ConcernsBased Adoption Model provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.

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Section: Literature Reviewmentioning

confidence: 68%

Teachers’ Self-directed Professional Development: Science and Mathematics teachers’ adoption of ICT as a professional development strategy

Mushayikwa

2013

African Journal of Research in Mathematics, Science and Technol

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“…Ideally, the learner should be an active participant in a learning activity that is a cooperative venture (Conti, 1989, in Beavers, 2009. Moreover, the taking into account of the complexity of teaching makes it less difficult to transition from development to practice, an aspect which influences the fundamental nature of staff development programs (Papastamatis, Panitsidou, Giavrimis, & Papanis, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Expectations Regarding the Accredited Programs for Professional Development Provided by Universities

Crețu

Rogoz

2014

Procedia - Social and Behavioral Sciences

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This research is developed as a distinct in-depth analysis phase focusing on a range of results from a national multi-dimensional survey which was performed last year. This survey provided an overall image of the teacher development programs accredited by the Romanian National Commission in charge of the evaluation/accreditation process. This comprehensive data base covers all the accredited programs implemented throughout the country for teachers who have continued their education (N=618) between January, 2009 and May, 2013, also including, the specific programs provided by universities (N=195). The survey research dimensions which are envisaged for our current analysis are: the thematic distribution of professional development programs; the program distribution based on ISCED levels; the program distribution by target population categories. The main goals of this project are: (1) the identification of teachers' expectations regarding the specificity of professional development programs offered by universities; (2) the identification of specific differences between the teachers' expectations development concerning university and other institutional providers' development programs. The data recovered through the SWOT analysis and focus group interviews, are exploited in order to formulate suggestions and recommendations for university providers of continuing teacher development programs. The research results are also useful for the national evaluator experts who are interested and have accountability in up-dating and consolidating the evaluation/accreditation methodology of professional development programs.

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“…Múltiples organizaciones nacionales, como la Asociación de Facultades de Medicina de Chile (ASOFAMECH), e internacionales, como la Federación Mundial de Educación Médica (WFME), apoyan explícitamente esta idea [1][2][3][4] . Aunque la idea de la autodirección se remonta a siglos atrás y, por ejemplo, ya Sócrates destacaba como uno de los primeros autodidactas reconocidos 5 , sólo en la década 1970-79 comenzó a ser investigada y conceptualizada, naciendo múltiples definiciones y despertando creciente interés en educación 4 . Aunque existen diversos enfoques para su estudio, quien popularizó este concepto fue Malcolm Knowles, definiéndolo como un proceso donde los individuos toman la iniciativa, con o sin la ayuda de otros, en el diagnóstico de su aprendizaje, en la formulación de objetivos, en la identificación de recursos humanos y materiales para la formación, la elección y la aplicación de estrategias de aprendizaje apropiadas y la evaluación de sus resultados 4,6,7 .…”

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Predictores afectivos y académicos del aprendizaje autodirigido en estudiantes de medicina

R¹,

Pérez²,

H³

et al. 2015

Rev. méd. Chile

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Teachers As Learners: Implications Of Adult Education For Professional Development

Abstract: ABSTRACT

Cited by 57 publications

References 13 publications

Teachers’ Self-directed Professional Development: Science and Mathematics teachers’ adoption of ICT as a professional development strategy

Teachers’ Self-directed Professional Development: Science and Mathematics teachers’ adoption of ICT as a professional development strategy

Teachers’ Expectations Regarding the Accredited Programs for Professional Development Provided by Universities

Predictores afectivos y académicos del aprendizaje autodirigido en estudiantes de medicina

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