Create your own unique website with customizable templates. Their findings indicate that teachers reflected on their practice, constructed new knowledge about teaching, and made positive sustained changes to their teaching … When professional development is examined through a constructivist lens, in contrast to participating in scattered traditional teacher training in-service programs, teachers in TSGs are able to construct new … Professional Development Workbooks This section includes all of our professional development workbooks. Teachers, especially specialist teachers who may be the only teacher of a subject at their school, need to provide learning communities and create professional development opportunities for … Teacher Collaboration and Professional Development. During highly-structured meetings, teachers shared their own personal practical knowledge and offered each other advice and assistance. It involves time, support, … https://www.teachthought.com/pedagogy/strategies-for-digital-collaboration Good Teaching Is Not Just About the Right … They discuss the changes they have made, bring video taped lesson for review, analyze student samples for progress, read research articles, give either other advice, and work on improving the literacy curriculum. Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California, concluded that teachers felt greater personal satisfaction when they believe… Educators committed to reflecting on and improving their practice in collaboration … In 2006, RAND researcher Cassandra Guarino and associates analyzed federal Schools and Staffing Surveys. Therefore, our purpose is to add to the existing research that explains the complexity of teacher collaboration by uncovering the meaning of teacher resistance and by providing an in depth look into how a group of teachers In this study, professional development was viewed as a method for increasing teachers' social capital - the resources that they can access through peer collaboration to support their ongoing learning. Teacher collaboration and professional development in the workplace: a study of Portuguese teachers Ana Maria Forte Escola Superior de Educação do Instituto Politécnico do Porto, Porto, Portugal. During loosely-structured meetings teachers worked together to improve their lessons using a new model for effective instruction. Let's learn more about some collaborative, reflective professional developm… Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml. The teachers were introduced to an instructional program through a workshop and collaborated with colleagues and researchers throughout the two years. Although self-reflection sometimes feels safer, we all have blind spots that we are unable to view objectively. The article discusses the development of an educational model intended to support teachers' professional development in science education. “In collaborative working environments, teachers have the potential to create professional development schools, teacher study groups, teacher-researcher partnerships, professional learning communities, peer-coaching, collaborative problem-solving, and teacher … Teacher Collaboration Draw on collective expertise and energy through collaborative teaching and planning, collegial support, and team development. For students to develop mastery of challenging content, problem-solving, effective communication and collaboration, and self-direction, teachers must employ more sophisticated forms of teaching. In this study, professional development was viewed as a method for increasing teachers' social capital - the resources that they can access through peer collaboration to support their ongoing learning. These are smaller groups of teachers either grade level focused or topic focused that meet once or twice a month for an hour long study session. Research Says / Does Teacher Collaboration Promote Teacher Growth? Proponents of teacher collaboration believe that teachers working together have a positive impact on each other and contribute naturally to school improvement. Professional Development Study Groups: These are smaller groups of teachers either grade level focused or topic focused that meet once or twice a month for an hour long study session. 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