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A escrita na formação continuada de professoras alfabetizadoras: práticas de autoria.; Writing practice as a potential tool for the development of authorship among alphabetizer teachers.

Almeida, Benedita de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 10/08/2007 Português
Relevância na Pesquisa
78.644834%
O estudo trata de pesquisa colaborativa realizada durante um ano por dois pesquisadores universitários e um grupo de doze professores de uma escola do campo de Educação Infantil e Ensino Fundamental do sudoeste do Paraná, com a promoção de reuniões semanais para análise, discussão e estudo da prática pedagógica. O projeto de educação continuada de professores tomou a escrita sobre a prática como um importante recurso formador para a melhoria da prática e para o desenvolvimento profissional docente. Tal potencialidade é analisada com base nos pressupostos sócio-históricos da linguagem e desenvolvimento humano, de Vigotski, na perspectiva dialógica e enunciativa, de Bakhtin, e na concepção de escrita como trabalho, de Riolfi. Alguns princípios se destacaram na orientação da pesquisa. (1) O caráter simbólico cultural da escrita, cujo aprendizado desempenha papel fundamental no desenvolvimento sociocultural do sujeito, por atuar na atividade mental mediada e exigir operações analíticas complexas e mais conscientizadas; a atitude de controle e deliberação que sua especificidade de dirigir-se a um interlocutor ausente ou imaginário implica e a maior abstração e intelectualização dos motivos que a determinam (VIGOTSKI). (2) Dos estudos de Bakhtin...

Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente; Discursive mediation in science classes: reason and senses in teacher professional development

Azevedo, Maria Nizete de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/06/2013 Português
Relevância na Pesquisa
78.475293%
A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor...

Supervision and professional development in in-service teacher training regarding sexuality education

Vilaça, Teresa
Fonte: Association for Teacher Education in Europe, ATEE Publicador: Association for Teacher Education in Europe, ATEE
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 Português
Relevância na Pesquisa
78.71545%
This research describes the contributions for teachers’ professional development of two different in-service teacher training modalities, a Workshop and a Training Course, involving, respectively, eight (n=128) and seven (n=130) different classes, whose principal aim was to prepare teachers to carry out action-oriented sexuality education projects in their schools. The content analysis of materials produced during the in-service teacher training, complemented with a semi-structured individual interview, and observation, associated with a focus-group interview were selected as research techniques for the triangulation of data. Principal results showed some differences in teachers’ professional development who attended these different training modalities. A larger number of teachers who attended the Workshop than those involved in the Training Course, developed reflexive actions which led to positive changes in their methodological approaches of sexuality education and increased more student participation. This article concludes by discussing the influence of these results with regards to the selection of the modality of in-service teacher training when personal and professional development is intended.

Social networks as spaces for informal teacher professional development : challenges and opportunities

Coutinho, Clara Pereira; Lisbôa, Eliana Santana
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em //2013 Português
Relevância na Pesquisa
88.50546%
With the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers’ growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the Interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education.; Fundação para a Ciência e a Tecnologia (FCT)

Efeitos da avaliação externa das aprendizagens no desenvolvimento profissional de professores de matemática do ensino básico em Portugal; Effects of learning external evaluation in the professional development of basic education mathematics teachers in Portugal; Efectos de la evaluación externa de los aprendizajes en el desarrollo profesional de profesores de matemáticas de la enseñanza básica en Portugal

Marques, Micaela; Joana Raquel Faria de; Costa, Natália Maria Barbosa de Sousa; Pacheco, José Augusto
Fonte: Fundação CESGRANRIO Publicador: Fundação CESGRANRIO
Tipo: Artigo de Revista Científica
Publicado em //2015 Português
Relevância na Pesquisa
77.74049%
Neste artigo são apresentados resultados de um estudo empírico sobre os efeitos da realização de provas externas nacionais de matemática do 2º e 3º ciclos do ensino básico, no desenvolvimento profissional docente. Estas provas são um fator de legitimação de práticas ancoradas na abordagem do currículo centrada em testes e standards. Através duma metodologia quantitativa, verifica-se pelos dados dos respondentes (n=179) que professores de matemática revelam a tendência de apropriação específica da linguagem de valorização da avaliação externa de aprendizagens ao nível das suas práticas curriculares e pedagógicas, bem como a sua adesão à avaliação externa das aprendizagens, concretizada através da realização das provas finais de ciclo na disciplina de matemática, cujos efeitos mais evidentes são a valorização dos resultados académicos e a seriação das escolas.; This article presents the results of an empirical study on the impact and effects of the implementation of national external Math tests, on the 2nd and 3rd cycles of basic education, in teacher professional development. The national tests are a factor of legitimization of practices anchored in the curriculum approach focused on tests and standards. Through a quantitative methodology...

The Effectiveness of an Online Workshop on Behavior Management as a Professional Development Tool for Teachers

Kuriyan, Aparajita B
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
78.754897%
The current study examines the effects of an online workshop pertaining to classroom behavior management on teacher self-efficacy, attitudes, motivation, knowledge, and practices. In addition, information about teacher utilization of the Internet, their opinions about professional development, and experiences with classroom management were collected. Participants included 57 1st through 5th grade special and regular education teachers. Eligible teachers were those who teach an academic subject and had at least one child in the classroom they considered as disruptive. Teachers were randomized to either a training or waitlist group. Classroom observations of teacher practices and questionnaires were utilized. Teachers in the training group participated in two assessment points, baseline and post-workshop, and received access to the online course immediately following the baseline assessment. Teachers in the waitlist group participated in three assessment points, baseline, post-workshop, and follow-up, and received access to the online course immediately following the post-workshop assessment. Findings show that all teachers had access to the Internet at home and at school and used it on a daily basis. The majority of teachers indicated having some past training on all the techniques that were presented in the online workshop. All teachers expressed satisfaction with the workshop...

Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

Vivian, R.; Falkner, K.; Falkner, N.
Fonte: Co-Action Publishing Publicador: Co-Action Publishing
Tipo: Artigo de Revista Científica
Publicado em //2014 Português
Relevância na Pesquisa
78.12234%
England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale. Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience.; Rebecca Vivian...

Cognitive processes associated with the professional development of mathematics teacher

Mu??oz-Catal??n, M?? Cinta; Climent, Nuria; Carrillo, Jos??; Contreras, Luis Carlos
Fonte: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI). Publicador: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI).
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
78.663276%
This paper proposes a model of professional development based on Sfard???s stages of interiorisation, condensation and reification, which highlights the teacher???s cognitive processes. The model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This adaptation of Sfard???s stages proves to be of special value when interpreting the process of the teacher???s professional development from a cognitive perspective.; Este art??culo propone un modelo de desarrollo profesional que pone de relieve los procesos cognitivos del profesor, en relaci??n con las fases de interiorizaci??n, condensaci??n y cosificaci??n del trabajo de Sfard. El modelo se aplica al caso de una maestra que participa en un proyecto colaborativo de desarrollo profesional. La adaptaci??n de las fases de Sfard se muestra valiosa para interpretar el proceso de desarrollo profesional de la maestra desde una perspectiva cognitiva.

Tecnologias digitais no jardim de infância : comunicação, aprendizagem e desenvolvimento profissional docente; Digital technologies in kindergarten : communication, learning and teacher professional development

Faria, Ádila
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 04/07/2014 Português
Relevância na Pesquisa
98.60101%
Tese de doutoramento em Estudos da Criança (ramo do conhecimento em Tecnologias de Informação e Comunicação); A evolução da sociedade digital provocou tal impacto no modo como atualmente se concebe e organiza globalmente o mundo que se considera que, na sociedade do conhecimento, a Educação é indissociável das Tecnologias de Informação e Comunicação. Neste contexto, este estudo visa compreender de que forma podem diversos recursos digitais contribuir para o a aprendizagem e para o desenvolvimento integral das crianças do jardim de infância; analisa também o contributos da rede social NING da janela do meu jardim para a interação com os encarregados de educação, educadores, professores, investigadores e para o desenvolvimento profissional docente. O quadro teórico e metodológico deste estudo alicerça-se numa revisão sistemática da literatura, que aporta subsídios teóricos fundamentais para que se pudessem compreender e aprofundar no estado da arte relativamente a esta temática em causa. A investigação realizada inscreve-se num paradigma de investigação qualitativa tendo-se optado pelo estudo de caso. Foram utilizadas diferentes técnicas de recolha de dados, predominantemente qualitativos. A análise foi feita através da análise de conteúdo com apoio do NVivo. Os resultados do presente estudo evidenciam a importância da integração das tecnologias digitais em contexto de jardim de infância...

Understanding Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Online Communities of Teachers?

Hur, Jung Won
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
78.375967%
Thesis (PhD) - Indiana University, School of Education, 2007; This study examined reasons for teacher participation in three online communities of K-12 teachers with an aim of investigating methods to improve teacher professional development. To achieve the goal of this study, multiple data were gathered from four sources: (a) interviews with 31 members from the three online communities, (b) online postings, (c) member profiles, and (d) community guidelines. The findings of this study indicated that there were six reasons why teachers wanted to participate in the online communities of teachers: (a) sharing emotions, (b) exploring ideas, (c) seeking advice, (d) experiencing a sense of camaraderie, (e) combating teacher isolation, and (f) utilizing the advantages of online environments. These reasons are intrinsically connected to each other, so a holistic perspective is necessary to understand teacher participation in the communities fully. Moreover, the analysis of data indicated four components affecting teacher participation in the online communities. The components included community culture, safety, flexibility, and teachers' shared values and time. In conclusion, the findings suggested elements that should be considered when teacher educators create online learning environments in which teachers can freely share both emotions and knowledge.

Exploring the implication of science communication practices on a model for teacher professional development: Serving up the Pierian Waters

Perera, Sean
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
Português
Relevância na Pesquisa
77.980264%
Science communication, over the last two decades, has shifted its onus from public understanding to public engagement. These efforts have been paralleled in science education, which strives to promote continued student engagement with science. Persistence with more traditional forms of pedagogy by teachers in middle school is a chief deterrent to this endeavour. Since many teachers' inadequate understanding about science is regarded as inhibiting their use of inquiry-based pedagogy, professional development based on constructivist principles has been identified to remedy this problem. This study investigates the constructivist basis for a model of short-term professional development, which has not been addressed in the literature. The one-day workshops offered to middle school science teachers in Australia and overseas by the Centre for the Public Awareness of Science (ANU, Canberra) are investigated here. While the workshops did facilitate conceptual change in the teachers, it was found that the constructivist principles which were incorporated into the workshops' design and delivery were underpinned by science communication practices. The conclusions presented include: the possibility of a constructivist framework for short-term professional development; the need for greater involvement of science communication in science education reform; and the unique challenges which confront science teachers from non-Western cultures.; Yes

Brazil - Teachers Development and Incentives : A Strategic Framework

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
79.09341%
The study selectively looks at the complex set of issues surrounding the effectiveness of Brazil's teachers, in the context of the "ensino fundamental" program changes, and examines the key stages of the teacher career, i.e., preparation, professional entry, and professional development - as they cut across the policy dimensions of quality assurance, management, and incentives. Chapter I analyzes the key reforms, and demographic trends which are reshaping the macro environment for Brazil's teachers, as well as the legal, and financial impacts on teacher compensation, and certification. Chapter II looks at the evidence of teacher quality, and performance, by analyzing the national achievement test scores, which show a continuing wide divergence in student learning across regions, and between state, and municipal systems. Chapters III and IV focus on teacher preparation, and teacher management respectively, recommending a close focus on school leadership - criteria and processes. Chapters V and VI look at teacher professional development...

A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative

McDonald, Anne Marie
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 568486 bytes; application/pdf
Português
Relevância na Pesquisa
78.83052%
Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be argued that one-size-fits-all models do not adequately meet the professional needs of teachers or respect the view of teachers as learners (Hall & Loucks, 1978; Stigler & Hiebert, 1999). More recently, school districts have explored job-embedded approaches to professional development. However, little or no program evaluation has been utilized to gather evidence of their value to practitioners (Guskey, 2000). This study examined the perceived transformative value of an alternate professional development (PD) experience on teacher practice. The study aimed to: 1. Describe teachers' conceptualizations of "teacher practice". 2. Describe the ways teachers perceive their professional development experiences as having impacted their teaching practice. 3. Report teachers' perceptions of effective and ineffective professional development. 4. Identify institutional practices that influence teachers' perceptions of meaningful professional development. 5. Describe the intrinsic and extrinsic factors valued by teachers in a professional development experience. Qualitative research methodology was utilized for this case study. I invited participants from the District Literacy Committee (DLC) to participate in this research...

Teacher professional development in Teaching and Teacher Education over ten years

Avalos, Beatrice
Fonte: Elsevier Publicador: Elsevier
Tipo: Artículo de revista
Português
Relevância na Pesquisa
98.78538%
A review of publications in Teaching and Teacher Education over ten years (2000e2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time.

The Dynamic Integrated Approach to teacher professional development: Rationale and Main Characteristics

Antoniou, Panayiotis; Kyriakides, Leonidas
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Article; accepted version
Português
Relevância na Pesquisa
98.65807%
This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/13664530.2015.1079550; This paper refers to the Dynamic Integrated Approach towards teacher professional development which attempts to merge research findings on teacher effectiveness and teacher professional development. The theoretical framework and the major features of the DIA are presented. It is argued that the DIA can be effectively implemented through five steps: Establishing clarity and consensus about aims and objectives, identifying needs and priorities for improvement through empirical investigation, provision of improvement guidelines, reflection opportunities and coaching on effective teaching by the advisory and research team, establishing a formative evaluation mechanism and finally establishing a summative evaluation system. Results of empirical studies providing support to the basic elements and the overall effectiveness of the DIA are also presented. Implications of the findings are discussed and suggestions for further research, particularly in exploring the conditions under which the DIA could have a long lasting effect on teacher effectiveness, are finally drawn.

Challenges and opportunities for teacher professional development in interactive use of technology in African schools

Hennessy, S.; Ha?ler, B.; Hofmann, R.
Fonte: Universidade de Cambridge Publicador: Universidade de Cambridge
Tipo: Article; accepted version
Português
Relevância na Pesquisa
78.68089%
This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/1475939X.2015.1092466; This paper examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (?OER4Schools?) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers.; We are most grateful to the teachers and the school who participated in our trials for their enthusiasm and support. Thanks also to Masters students Andrew Cross and Melissa Marsden for their roles in the data collection and analysis. The OER4Schools programme was based in the University of Cambridge Centre for Commonwealth Education (CCE) and was supported by the Commonwealth Education Trust...

Teacher professional identity: a systematic review study; A identidade profissional do professor: um estudo de revisão sistemática

Gomes, Patrícia Maria Silva; Ferreira, Cátia Patrícia Pereira; Pereira, Ana Luísa; Batista, Paula Maria Fazendeiro
Fonte: Universidade de São Paulo. Escola de Educação Física e Esporte Publicador: Universidade de São Paulo. Escola de Educação Física e Esporte
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Artigo Avaliado pelos Pares Formato: application/pdf
Publicado em 01/06/2013 Português
Relevância na Pesquisa
78.706235%
The present study is a systematic review of literature focused on the empirical studies conducted about teacher's Professional Identity. The research used electronic databases (ISI Web of Knowledge, ERIC, SPORTDiscus and SCOPUS ) in peer review articles, published between 2001 and 2011. The research equations used were "Professional Identity" AND "teacher", in Title and "Professional Identity" AND "Teacher" AND "Physical Education", in Abstract. After applied the inclusion criteria's 42 articles were integrated. Content analysis was used with categories defined a priori: 1) focus of the study; 2) year and place of publication; 3) objectives; 4) participants; 5) instruments and 6) main conclusions. The results showed an increase in research in the professional identity and in qualitative methodologies. The professional development was pointed as a central element in the process of professional identity (re)construction. The research in Physical Education teachers is still scarce.; O presente estudo é uma revisão sistemática da literatura cujo objetivo foi cartografar a tipologia de estudos empíricos realizados acerca da Identidade Profissional do professor. A pesquisa foi efetuada nas bases de dados eletrônicas ISI Web of Knowledge...

When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development

Jita,Loyiso C; Mokhele,Matseliso L
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 Português
Relevância na Pesquisa
78.900913%
Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher clusters represent a relatively recent and popular experiment in teacher professional development. However, there is no verdict yet about their effectiveness. While the utility of such collaborative structures for teacher learning is fairly well established in many developed countries, we still know very little about how the intended beneficiaries (the teachers) experience these non-traditional structures of professional development. Using qualitative data from a large-scale research project, we explore teachers' perspectives on what constitutes a successful clustering experience, and the kinds of professional development benefits they derive from their participation therein. Our major findings are twofold: First, clusters seem to enhance teachers' content knowledge and pedagogical content knowledge. Second, and somewhat unexpectedly, the teachers identified another set of benefits, the so-called "process benefits" that include collaboration...

Stories of change: The case of a foundation phase teacher professional development programme

Brown,Bruce; Wilmot,Di; Paton Ash,Margie
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 Português
Relevância na Pesquisa
98.55647%
The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children's learning in the classroom. We argue that the programme's strong orientation to practice, its focus on teachers' understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers' practices.

A case study of continuing teacher professional development through lesson study in South Africa

Ono,Yumiko; Ferreira,Johanna
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 Português
Relevância na Pesquisa
78.447075%
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project.