Fostering Professional Responsibility through High-Quality Professional Learning Opportunities

Autor/inn/en	Larsen, Shannon; McCormick, Kelly
Titel	Fostering Professional Responsibility through High-Quality Professional Learning Opportunities
Quelle	In: Teacher Development, 26 (2022) 1, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1982759
Schlagwörter	Educational Technology; Technology Integration; Mathematics Instruction; Professional Development; Ethics; Values; Teacher Role; Personal Autonomy; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Professionalism; Teacher Responsibility; Primary Education; Handheld Devices; Learning Strategies; Communities of Practice; Grounded Theory; Maine + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Ethik; Wertbegriff; Lehrerrolle; Individuelle Autonomie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Professionalität; Lehrverpflichtung; Primarbereich; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Community
Abstract	This study builds on another project focused on primary grade teachers' integration of technology (screencasting). Original findings showed that participating teachers changed their practices to better align with research-based practices in early mathematics teaching. Two years later, the authors returned to the district to work with teachers from the initial study. Teachers referenced the effect of the original study's professional development on their current practices. Here, the authors describe how they implemented a grounded theory approach to show how the project's professional learning opportunities supported the teachers in developing professional responsibility, a code of ethics that allows them to teach in a manner aligned with their values. They describe how the teachers demonstrated a new conception of their role of teacher, a growing sense of autonomy and curricular control, and a recognition that their work helped students. They also began to take on leadership roles in their schools, district, and state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01