@article{KalinowskiEgertGronostajetal.2019, author = {Kalinowski, Eva and Egert, Franziska and Gronostaj, Anna and Vock, Miriam}, title = {Professional development on fostering students' academic language proficiency across the curriculum}, series = {Teaching and teacher education}, volume = {88}, journal = {Teaching and teacher education}, publisher = {Elsevier Science}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2019.102971}, pages = {15}, year = {2019}, abstract = {This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.}, language = {en} } @article{KrauskopfFoulgerWilliams2018, author = {Krauskopf, Karsten and Foulger, Teresa S. and Williams, Mia Kim}, title = {Prompting teachers' reflection of their professional knowledge}, series = {Teacher Development}, volume = {22}, journal = {Teacher Development}, number = {2}, publisher = {Routledge}, address = {Abingdon}, issn = {1366-4530}, doi = {10.1080/13664530.2017.1367717}, pages = {153 -- 174}, year = {2018}, abstract = {Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.}, language = {en} } @article{RichterKunterMarxetal.2021, author = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk}, title = {Who participates in content-focused teacher professional development?}, series = {Frontiers in education}, journal = {Frontiers in education}, number = {6}, publisher = {Frontiers Media}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2021.722169}, pages = {1 -- 10}, year = {2021}, abstract = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.}, language = {en} } @article{KalinowskiGronostajVock2019, author = {Kalinowski, Eva and Gronostaj, Anna and Vock, Miriam}, title = {Effective Professional Development for Teachers to Foster Students' Academic Language Proficiency Across the Curriculum}, series = {AERA Open}, volume = {5}, journal = {AERA Open}, number = {1}, publisher = {Sage}, address = {Thousand Oaks}, issn = {2332-8584}, doi = {10.1177/2332858419828691}, pages = {1 -- 23}, year = {2019}, abstract = {This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.}, language = {en} } @article{PrestonYounie2015, author = {Preston, Christina and Younie, Sarah}, title = {Mentoring in a Digital World}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82895}, pages = {343 -- 350}, year = {2015}, abstract = {This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a 'community of practice'. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students' request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised.}, language = {en} }