The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Tova Michalsky - One of the best experts on this subject based on the ideXlab platform.
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shaping self regulation in science teachers Professional Growth inquiry skills
Science Education, 2012Co-Authors: Tova MichalskyAbstract:This study examined 188 preservice science teachers' Professional Growth along three dimensions—self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science—comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order scientific-inquiry thinking. Three environments supported different SRL components using the “IMPROVE'' self-regulatory model: cognitive–metacognitive alone (CogMet), motivational alone (Mot), or all three components (CogMetMot). The fourth environment provided no SRL support. Findings indicated that preservice teachers in the three SRL-scaffolding conditions outperformed their unscaffolded peers on all Professional Growth measures: SRL (cognition, metacognition, motivation), pedagogical knowledge (declarative, procedural, conditional), and self-efficacy in teaching science. Moreover, the CogMetMot group exhibited the highest scores on all measures. Implications concern SRL scaffolding to enhance preservice science teachers' Professional Growth. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 1106–1133, 2012
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investigating preservice teachers Professional Growth in self regulated learning environments
Journal of Educational Psychology, 2009Co-Authors: Bracha Kramarski, Tova MichalskyAbstract:Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' Professional Growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' Professional Growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pedagogical knowledge, and perceptions of teaching and learning. The authors examined 194 preservice teachers' Professional Growth in 4 learning environments: e-learning (EL) and face-to-face (F2F) learning, either supported by SRL (EL + SRL; F2F + SRL) or unsupported by SRL (EL; F2F). SRL support was based on the IMPROVE metacognitive self-questioning method (B, Kramarski & Z. R. Mevarech, 2(03). Mixed quantitative and qualitative analyses showed that preservice teachers in both supported SRL conditions outperformed their unsupported peers on all Professional Growth measures. Moreover, EL + SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and student-centered learning perceptions (self-construction of knowledge).
Brian Doig - One of the best experts on this subject based on the ideXlab platform.
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Teachers’ Professional Growth through engagement with lesson study
Journal of Mathematics Teacher Education, 2017Co-Authors: Wanty Widjaja, Susie Groves, Colleen Vale, Brian DoigAbstract:Lesson study is highly regarded as a model for Professional learning, yet remains under-theorised. This article examines the Professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth . Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain , the Personal Domain , the Domain of Practice , and the Domain of Consequence , in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ Professional Growth, with the iterative processes of enactment and reflection being critical in mediating this Professional Growth.
Fran Arbaugh - One of the best experts on this subject based on the ideXlab platform.
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teachers motivation to learn implications for supporting Professional Growth
Professional Development in Education, 2018Co-Authors: Aina Appova, Fran ArbaughAbstract:AbstractIn this study, we investigated teachers’ motivation to learn following in the footsteps of emergent research efforts in the field. This qualitative study was grounded in the intersection of four research fields: policy, educational psychology, andragogy and Professional development (PD). Findings indicate that teachers’ dissatisfactions with their teaching and students’ learning motivated them to learn Professionally. Specifically, they internalized images of ‘perfect’ teaching/teachers and constantly compared themselves with those images – their (perceived) images of less-than-optimal teaching motivated teachers to continue pursuing PD to become ‘better’ teachers. Findings also indicate that current PD requirements, which place too much focus on quantity rather than quality of teachers’ learning, discourage teachers to pursue high-quality PD. Moreover, lack of stipends/resources, not generally available to teachers to pursue PD outside their contract hours, demotivated teachers’ learning and left...
Christine J Lyon - One of the best experts on this subject based on the ideXlab platform.
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developing a formative assessment protocol to support Professional Growth
Educational Assessment, 2020Co-Authors: Caroline E Wylie, Christine J LyonAbstract:To promote and support teachers’ Professional Growth in using formative assessment practices in the classroom, we developed and piloted a suite of materials which consists of a set of rubrics for t...
Wanty Widjaja - One of the best experts on this subject based on the ideXlab platform.
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Teachers’ Professional Growth through engagement with lesson study
Journal of Mathematics Teacher Education, 2017Co-Authors: Wanty Widjaja, Susie Groves, Colleen Vale, Brian DoigAbstract:Lesson study is highly regarded as a model for Professional learning, yet remains under-theorised. This article examines the Professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth . Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain , the Personal Domain , the Domain of Practice , and the Domain of Consequence , in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ Professional Growth, with the iterative processes of enactment and reflection being critical in mediating this Professional Growth.
