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Dissertations / Theses on the topic 'Professional development of teacher'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.<br>Bibliography<br>This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional deve

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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various author

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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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4

Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.

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Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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Parson, Demita Sidonia. "School Bullying and Teacher Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.

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Bullying has become a serious concern in many American public middle schools in recent years. Inadequate professional development (PD) in bullying prevention and response strategies has compounded this problem. The overarching purpose of this study was to increase understanding of the growing problem of school bullying. Bronfenbrenner's socioecological theory, which states that environment and relationships influence student behavior, served as the conceptual framework for this qualitative study. Guiding research questions, grounded in socioecological theory, were used to examine middle school

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Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

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Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied

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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and ho

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Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.

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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teach

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t

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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effe

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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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Austin, Sandra Lynn. "Differentiating professional development for teacher success : a study of effective teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7626.

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Davis-Frost, Diane. "Intentions and Implementation of the Professional Development and Appraisal System in Texas." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2721/.

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The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 second

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Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.

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The larger research project seeks to examine the role of technology and factors that influence its overall use and efficacy in supporting a community of teachers engaged in professional development. This thesis examines factors that appear to influence teacher participation in the online community of practice engaging in an overarching research project conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the Southern Alberta Professional Development Consortium (SAPDC). The two groups are acting in partnership for supporting and sustaining communities of practice in

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Hooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.

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The No Child Left Behind Act (2002) and Race to the Top (2009) legislation have forged new school accountability measures and led to a sharp increase in demand for teacher professional development (TPD). However, data revealed that there is a disconnection between the training that teachers receive and its implementation, limiting its impact on student achievement. This qualitative case study's purpose was to reveal major barriers to TPD implementation and provide suggestions for crafting more impactful TPD. Based on the social constructivist foundation, this study sought to address the factor

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Neufeld, Janet K. "The superintendent’s role in teacher professional development." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34494.

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Doctor of Education<br>Department of Educational Leadership<br>Donna Augustine-Shaw<br>Jessica Holloway<br>School superintendents have traditionally been removed from the systemic process of learning in a school district and instead of been considered more indirect supporters of student achievement. Now, in the face of changing leadership standards, they are being required to provide leadership that more directly enhances student learning by way of teacher professional development. This case study takes a deeper look into the process of the superintendent’s role in district professional deve

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Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-

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Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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Doughney, John F. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9107/.

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As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on te

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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.

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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state. Using the professional development standards developed by the National Staff Development Council (NSDC) (200

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Campbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).

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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1173.

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Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content val

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance o

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Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional id

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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.

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<p> Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better und

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Crocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.

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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research

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Shurtleff, Kay. "Teachers' Attitudes toward Professional Development: A Mixed Methods Study." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703399/.

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Research has identified job context, specific attributes of professional development (PD), and perceived teacher input as factors that contribute to teachers' attitudes. This sequential mixed methods study tested those findings together and further investigated teachers' beliefs and attitudes about their own professional learning. The first phase of data collection included a 5-item attitude survey, demographic information, and two short-answer questions. Multiple regression analysis of the sample (N = 328) showed four statistically significant contributors to teacher attitude: (i) socioeconom

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Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb, and Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.

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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (C

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Hockaday, Lisa Marie. "Teacher Perceptions of their Common Core Professional Development." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729969.

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<p> Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011–2012 school year, school systems across Georgia provided various professional development opportunities for teach

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DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.

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<p> With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ

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Adams, Barbara Miller. "Owning professional development the power of teacher research /." [Ames, Iowa : Iowa State University], 2009.

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Ford, Theresa M. "Energy education professional development : assessment of teacher satisfaction /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Ford.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.<br>Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).

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Qiu, Chao. "The professional development of teacher educators in Shanghai." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6798/.

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Teacher educators have increasingly been considered as a crucial occupational group for improving educational standards by the Chinese government, but they are under-researched. Currently, many teacher educators in different teacher education institutions in Shanghai are not identified as teacher educators. Therefore, their contribution to teacher education is not sufficiently valued and support for their professional development is limited. A better understanding of what identities teacher educators have is necessary in order to help define their diverse professional development needs and pro

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Qureshi, Naima. "Professional development of teacher educators : challenges and opportunities." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/79421/.

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This study examines the challenges and opportunities for the professional development of teacher educators in a leading teacher education university in Pakistan. It underpins the participatory and sociocultural perspectives of learning to gain insight into teacher educators’ learning. This research deployed a sequential explanatory mixed methods approach, using questionnaires followed by semi-structured interviews. Interviews were conducted with teacher educators, heads of the departments, campus principals and higher management personnel. The study highlights the fact that the teacher educato

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Hauck, Nancy. "Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1343.

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The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas. Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professiona

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Moodley, Kimera. "Mobile learning : a professional teacher technical identity development framework." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/67413.

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This study explored Professional Teacher Technical Identity Development through the use of Mobile Technology. A sample of fifteen teachers was conveniently selected from one school in an urban setting. An action research was designed consisting of three phases. Each phase formed the basis of the next phase to identify the development of professional teacher technical identity. Data was collected using a written questionnaire, two reflective journals, an online questionnaire, focus group discussions, lesson reflections, and interviews. Each instrument was designed using the literature to identi

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