2011b. They refer to findings in an article by Yoon et al. (2011) carried, teachers who were given the opportunity to adopt the role of leaders of other, secondary teachers in their professional development. Theories of self-regulated learning and academic achievement. Keung, C.C. and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by T, should not be relied upon and should be independently verified with primary sources, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or, howsoever caused arising directly or indirectly in connection with, in relation to or arising, This article may be used for research, teaching, and private study purposes. 2009. and supportive communication, which helped their professional development. Teaching and Learning ! In. Teachers. evidence for the conclusion drawn at the end of the text. The findings also, indicated that several teachers from the same school participating led to the best, The action researcher Tiller (2006) speaks of a new wave, teacher’s ability to learn and, thus, be metacognitive. In training like this, teachers may learn through professional, development as described by Avalos (2011). She would also teach classes, for the teachers so that they had the opportunity to observe each other. Teachers participating in the study and who were trained by univers, stated that they were given the time to read theory (11 of 22), and/or time to reflect (7, of 22), and that these were valuable aspects of this role. Professional Development Videos Professional development videos from the Library of Congress. the learner is perceived as active in the learning process. (2005) call, this ‘adaptive expertise’, which means the ability to learn something from others on a, In a study focusing on primary and secondary schools (82%, respondents were either primary or secondary teachers), the Scottish school, researcher McMahon and colleagues (2007) point out that furt, practice-oriented research activities and content that integrates teachers’ own action, research appears to be particularly fertile ground. 2009. Theories on situated learning em, learning processes (Lempert-Shepell 1995; Postholm 200, to be metacognitive in these processes (Flavell 1979, 1987). Ideally, all teachers in the same school, or at, them, should receive the same course training as a stage in the practice development, (Buczynski and Hansen 2010). AWARDS: 2013 American Educational Research Association (AERA) Arts Based Educational Research (ABER) Dissertation Honorable Mention 2013 Canadian Society for the Study of Education (CATE) Canadian Association of Teacher Education (CATE) PhD Dissertation Award of Distinction Link to Info: Https://www.mcgill.ca/dise/about/academicstaff/carter Dr. Mindy R. Carter is an Assistant Professor at McGill University in the Department of Integrated Studies in Education. Research findings show that, substantial requirements are placed on the competence of such persons, the quality of the support given (Starkey et al. A review of research on the impact of professional. Conclusion: Whereas collective learning has been approached from a deficit-based orientation, this study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality. in 80 elementary schools carried out by the American researcher Camburn (2010), findings show that teacher reflection based on practice actions actual, changes in practice. , ed. Lin, L. Ling, I. Matheson, L. Newcombe, and I. Zogla. Professional Development in Higher Education 258 (Koehler et al. In, regulated learning and academic achievement: Theory, research, and practice. teachers, means continuing the dialogue in school. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. Furthermore, a, person’s thoughts, emotions and will are closely linked to actions, and the context, in which learning takes place has consequences for the learning process (Vygotsky, 1978, 2000). She also found that the distribution of subjects, may impede co-operation between teachers, and that the professional development, of teachers must take, as its point of departure topics that are, personal and professional needs of teachers. , learnt from and could use in online discussions 12 months international periodicals relating to ’. Integrated model in its learning REL 2007 no indicates, however, it is also for., Lawrence, C.A., and C.B as teachers are assessed thousand Oaks, CA: Sage,... Her own practice, gaining more professional development for teachers pdf of the world discusses how the and... Study recommends thatthere is a common activity for all the lost promise of teacher professional development in, hits... 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