Narrow Results

This article reflects findings from a long term case study of an online community of practice established through a network for the professional education of teachers in Ontario, Canada. The Education Network of Ontario/Réseau éducatif de l'Ontario (ENO/REO) was created in 1992–1993 to support and connect teachers from kindergarten to grade 12 in the province of Ontario. Its mandate was to ensure that all teachers had free access to the Internet and to each other and to encourage the development of skills in the area of information and communication technology with the ultimate goal of using those skills to improve classroom practice. The study investigated whether information technology had the potential to connect teachers to each other in order to build the capacity to create networks where professional learning could take place in a cost-efficient and flexible time and/or place. It was found that participants were early adopters who enjoyed innovation, that online networks were supportive for learning but hard to maintain over time, and though they supported the integration of technology in the classroom, other barriers within schools could challenge this effect.

Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views regarding implementing inquiry-based learning. The participants enrolled in three professional development programs. They were engaged in multiple genres of inquiry and were encouraged to design an inquiry activity. Data sources included observations, interviews, questionnaires, assignments, and reflections. Findings indicate that with regard to inquiry implementation, teachers were highly concerned about their students’ competency and their own’s working context. Teachers who discussed mostly challenges often designed a narrow-controlled inquiry, while teachers who reflected, negotiated, and challenged their initial views addressed more epistemic aspects of inquiry. Implications for supporting teachers’ development of a broader approach to inquiry learning are discussed.

Research Question: To establish recommendations for optimal staffing levels, training, and professional development in assisted reproductive technology (ART) laboratories in Australia and New Zealand.

Design: Exploration by Scientists in Reproductive Technology (SIRT) subcommittee representing 10 different ART centers of the time requirements and complexity of ART procedures and to define training and continuing professional development (CPD) requirements.

Results: The Staffing Model for ART (smART) “plug and play” calculator was developed by the SIRT subcommittee. Twelve routine procedures were examined IVF, ICSI, ICSI + PGT, ICSI + TESE, FET, FET from PGT, oocyte vitrification, oocyte warming, intrauterine insemination (IUI), semen freeze, TESE with semen freeze, and semen analysis. Based on a cycle with 10 eggs, the average time taken to do each procedure was considered as well as the complexity of the task. Laboratory quality control (QC), other administrative tasks, and leave days are reflected in the calculator. Recommendations for years of experience were determined as a trained scientist (24 months), a senior scientist (5 years), and Scientific Director (10 years). CPD is strongly recommended to improve the skills, knowledge, and ability of scientific staff.

Conclusions: The risks in the IVF laboratory primarily associated with lower staffing levels have been reviewed, and the smART calculator is designed to assist clinics to tailor adequate staffing levels for their specific needs. The smART calculator is an invaluable tool for clinics to use going forward.

Key Message

We have reviewed the risks in the IVF laboratory primarily associated with lower staffing levels, and created the smART calculator designed to assist clinics in being able to tailor adequate staffing levels for their specific needs. We believe the smART calculator will be an invaluable tool moving forward for all ART clinics and accreditors.

This chapter outlines the professional development of a correctional rehabilitation practitioner in the Singapore Prison Service. It begins by explaining how the need for practitioners to possess specialised knowledge and skills is critical in the correctional rehabilitation of offenders. Attention is drawn to the changes in the notion of the correctional rehabilitation context in the Service across time, and its implications on the level and form of professionalism of practitioners. This chapter then outlines the key elements in the professional development framework established to steer practitioners towards attaining their competencies. Specific developmental strategies targeting several principal areas, such as ethics and coaching, are described to provide examples of the training and developmental activities that practitioners undertake and experience. This chapter closes by sharing some possible adaptations in directions that may arise as the Service progresses into the future.

The focus of TSG-31 for ICME14 was the study of in-service and/or professional development initiatives aimed at improving secondary mathematics teaching on a large scale. We adopted the definition of scaling up as reaching many classrooms, and potentially whole schools, districts, cities, or even a whole state or nation. We also encouraged submissions dealing with the adaptation and implementation of an initiative from another country. TSG-31 covered a wide range of secondary in-service courses and professional development programs, as well as school development projects, and collaborative networks of practitioners and researchers.

This paper purposed to examine the process employed by two lower secondary school teachers in designing a lesson for students through discussion with three university researchers. The teachers conducted practical research at a professional development program in mathematics and collaboratively designed a lesson for Grade 7 on the geometrical transformation of figures. The results revealed the incorporation of considerable changes to the lesson objectives and development, indicating the emergence of different perspectives. The paper employs the study results to discuss the significance of designing lessons that enhance student problem-solving to the professional learning for teachers.

The need to improve teachers’ preparation to teach mathematics is shared by many countries. E-learning professional development (PD) programs appear as an attractive option due to their flexibility and availability. Suma y Sigue is an e-learning PD program for Chilean teachers that focuses on the development of Mathematical Knowledge for Teaching (MKT). The program is characterized based on a constructivist perspective of learning by using a contextualized problem-based approach. This article describes the instructional design of the program learning activities that demonstrate how mathematical tasks centered on the construction of MKT are articulated and implemented. The learning performance of the participants in a specific course within the program is analyzed. The findings show empirical evidence of improvement in teachers’ knowledge. The detailed description of the course and participants’ performance can aid PD developers to design principles and the use of different instructional strategies, especially when the course focuses on MKT development.

Teacher professional development is important in order for teachers to effectively address changing contextual realities. Effective professional development builds on teachers’ experience and relates to their practice. The paper presents guiding ideas and lessons learnt from teacher development component of a research project that aimed at improving numeracy performance of pupils by focusing on teachers’ assessment practices. Based on conclusions, recommendations are made for possible approaches to future PD especially in similar contexts.

This chapter describes a study on teacher change within a large research project which investigated the effects of using word problems that require students to engage in sense-making. Case studies of several teachers who participated in the study were used to develop a model of teacher change. This model, referred to as the 4-I Model, describes teacher change when a new initiative is introduced and is exemplified by four types of teachers who: ignore the initiative; imitate practices recommended for the implementation of the initiative; integrate the principles of the new initiative into their instructional practice; internalise the principles of the initiative.

As a new form of Teaching Research Group (TRG) activity, Same Content Different Designs (SCDD, or Tong Ke Yi Gou in Chinese) activities have gradually become popular among teacher preparation and professional development programs in Chinese mainland at the beginning of the 21st century. To explore their impact on the professional development of prospective mathematics teachers, we organized two SCDD activities before and during the educational field work of a group of prospective teachers in China. Data was collected through clinic interviews, classroom teaching observations and videotaping, and cross-referenced with teaching related documents and artifacts. A case analysis reveals the SCDD activities' impact on Nadine, one of the prospective teachers' professional development. Based on the activities and the results, we propose and discuss a model that characterizes the key components and stages of SCDD activities.