منابع مشابه
Curriculum Development through Critical Collaborative Professional Enquiry
In recent years, we have witnessed changing fashions in curriculum policy (Priestley and Biesta 2013) in many countries. A particular trend is an apparent reinstatement of the teacher as an active agent of change in developing the curriculum, seen in a shift from input regulation of the curriculum to output regulation (Kuiper and Berkvens 2013). The former is about tight front-door prescription...
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Does long-term professional development in educational technology impact teachers’ integration of technology in the classroom? According to a recently published 5-year study, the answer is “Yes!” This paper presents the evaluation results of a threeyear, hybrid professional development program established through an innovative partnership between an East Texas school district and and a South Te...
متن کاملSelf-Regulation and Collaborative Learning in Teachers’ Professional Development
This paper examines the interplay between self-regulation and collaborative learning processes in teachers’ professional development. To begin, a theoretical framework is established for defining selfregulated learning by teachers as situated in practice and within collaborative learning communities. The focus in this theoretical analysis is on identifying the interface between individual and c...
متن کاملGamifying teacher professional development: an experience with collaborative learning design
Despite wide-scale uptake of gamification in professional training generally, application in Teacher Professional Development (TPD) is still in its infancy. The few experiences reported hitherto mainly concentrate on fostering participation and engagement in the training intervention itself. By contrast, we believe that gamification of TPD can and should have a broader scope, helping to enhance...
متن کاملDevelopment of EFL Teachers’ Engagement and Professional Identity: The Effect of Discussing Teacher Competences via E- Collaborative Discussion Forum
This study is a mixed method research that investigated the effect of electronic collaborative discussion forum on Iranian EFL teachers' engagement and professional identity and their development in terms of teachers‘ competences as they were engaged in collaborative teacher inquiry. For this purpose, 5 EFL teachers participated in 11 online forum discussion sessions. Before participating in di...
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ژورنال
عنوان ژورنال: The Reading Teacher
سال: 2015
ISSN: 0034-0561
DOI: 10.1002/trtr.1338