This paper presents research-based design criteria for web-accsessible professional development of precollege teachers. We review our prior research with teachers in testing prototype instructional delivery designs, explain our research basis for identifying their developmental needs from preservice to master teacher, and array criteria for our web-accessible professional development design.

As a secondary analysis of the SITES 2006 data, the present paper focused on the exploration of the factors associated with the impact of ICT-use on students’ 21st-century skills as perceived by teachers, in which students’ 21st-century skills included information-handling skills, problem-solving skills, self-directed learning skills, collaborative skills, communication skills, ICT skills, and ...

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates...

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education O...

Teacher coaching is considered a highquality professional development opportunity that emphasizes job-embedded practice, intense and sustained durations, and active learning (Desimone, 2009; Russo, 2004). Generally, coaches observe teachers in their classes and then provide targeted feedback aimed at improving these practices. Coaching is closely related to teacher mentoring, which also targets...

The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation. We all recognise trends such as a focus on performance aspects of teachers' work; the development of competence models based on standards deriv...

The California Foreign Language Project (CFLP), established in 1988, is a voluntary professional development program designed to improve and expand elementary, secondary, and postsecondary foreign language teaching in California. CFLP consists of nine regional sites that work in conjunction with a central office to increase professional development for over 600 foreign language teachers annuall...