This document discusses factors that contribute to effective teacher professional development and school improvement. It identifies several key factors, including:
- Professional development programs must be prolonged rather than short-term to have impact. Combining different learning methods is most effective.
- Teacher collaboration and co-learning, such as lesson study, peer coaching, and joint projects, strongly influence professional growth.
- Implementing school improvement requires a cyclical process of setting goals, analysis, planning, implementation, monitoring, and adjustment with a focus on improving teacher and student competencies. Both top-down and bottom-up transformation strategies should be used.
Ponencia presentada en el SELFIE Forum 2019, celebrado en Madrid con la organización del JRC e INTEF (Ministerio de Educación y Formación Profesional).
Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice ......................... 1
Karl F. Wheatley
Teachers’ Perspective of their Role and Student Autonomy in the PBL Context in China ........................................ 18
Huichun Li and Xiangyun Du
Is a Rubric Worth the Time and Effort? Conditions for Success .................................................................................... 32
Hiroshi Ito
The Art of Teaching: Instructive, Authoritative and Motivational ................................................................................ 46
Diana Martinez, PhD
Intercultural Understanding in the New Mobile Learning Environment .................................................................... 60
Daniel Chun
How Home Economics Teachers in Norwegian Lower Secondary Schools Implement Sustainability in their
Teaching? .............................................................................................................................................................................. 72
Else Marie Øvrebø
WelWel: Proposal for a Collaborative/Cooperative Learning Model in the Cloud ................................................... 84
Luis Garcia and Maria João Ferreira
User Behaviour on Google Search Engine ...................................................................................................................... 104
Bartomeu Riutord Fe
President, Association for Instructional Design Advancement (AIDA) / Associate Research Fellow at the National Higher Education Research Institute, USM /Course Leader, Master of Instructional Design & Technology, OUM/Consultant & Advisor, Online Learning
Today's teachers need to evolve with their students and society. It is no longer enough to master the basics--students need and want 21st century skills.
Ponencia presentada en el SELFIE Forum 2019, celebrado en Madrid con la organización del JRC e INTEF (Ministerio de Educación y Formación Profesional).
Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice ......................... 1
Karl F. Wheatley
Teachers’ Perspective of their Role and Student Autonomy in the PBL Context in China ........................................ 18
Huichun Li and Xiangyun Du
Is a Rubric Worth the Time and Effort? Conditions for Success .................................................................................... 32
Hiroshi Ito
The Art of Teaching: Instructive, Authoritative and Motivational ................................................................................ 46
Diana Martinez, PhD
Intercultural Understanding in the New Mobile Learning Environment .................................................................... 60
Daniel Chun
How Home Economics Teachers in Norwegian Lower Secondary Schools Implement Sustainability in their
Teaching? .............................................................................................................................................................................. 72
Else Marie Øvrebø
WelWel: Proposal for a Collaborative/Cooperative Learning Model in the Cloud ................................................... 84
Luis Garcia and Maria João Ferreira
User Behaviour on Google Search Engine ...................................................................................................................... 104
Bartomeu Riutord Fe
President, Association for Instructional Design Advancement (AIDA) / Associate Research Fellow at the National Higher Education Research Institute, USM /Course Leader, Master of Instructional Design & Technology, OUM/Consultant & Advisor, Online Learning
Today's teachers need to evolve with their students and society. It is no longer enough to master the basics--students need and want 21st century skills.
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
Implementing and sustaining effective educational interventions is not easy for teachers, especially when contexts and conditions in school systems are constantly changing. This slide show describes a method and tools for understanding how teachers use interventions, the many influences on intervention use, and how intervention use is related to student achievement. Originally presented at the Global Implementation Conference, Dublin, Ireland, May 29, 2015.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Wheeler, B., Faculty Development through Action Research. [Accepted]: New England Faculty Development Consortium (NEFDC) 2016, November 18; Worcester, MA.
¿Puede una Inteligencia Artificial dar mi clase? Realidades y mitos para un f...Fernando Trujillo Sáez
Ponencia impartida en las XI Jornadas didácticas de ELE en Madrid Difusión - Centro de Lenguas UPM.
Se analiza qué es la Inteligencia Artificial, su potencial en educación y enseñanza de lenguas y cómo podemos prepararnos para la incorporación de la IA y otras tecnologías en contextos educativos y de aprendizaje.
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
Implementing and sustaining effective educational interventions is not easy for teachers, especially when contexts and conditions in school systems are constantly changing. This slide show describes a method and tools for understanding how teachers use interventions, the many influences on intervention use, and how intervention use is related to student achievement. Originally presented at the Global Implementation Conference, Dublin, Ireland, May 29, 2015.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Wheeler, B., Faculty Development through Action Research. [Accepted]: New England Faculty Development Consortium (NEFDC) 2016, November 18; Worcester, MA.
¿Puede una Inteligencia Artificial dar mi clase? Realidades y mitos para un f...Fernando Trujillo Sáez
Ponencia impartida en las XI Jornadas didácticas de ELE en Madrid Difusión - Centro de Lenguas UPM.
Se analiza qué es la Inteligencia Artificial, su potencial en educación y enseñanza de lenguas y cómo podemos prepararnos para la incorporación de la IA y otras tecnologías en contextos educativos y de aprendizaje.
Educación basada en evidencias: luces y sombras de un reto para la escuela, l...Fernando Trujillo Sáez
Ponencia presentada el 27 de octubre de 2019 en las III Jornadas de Ciencias de la Educación, Psicología y Tecnología del Instituto de Estudios Campogibraltareños (San Roque, Cádiz).
Presentación del Grupo de Investigación HUM-840 "Conocimiento Abierto para la Acción Social" dentro de la Jornada (d)Efecto Pasillo, organizada por el Vicerrectorado de Investigación de la Universidad de Granada y la Facultad de Ciencias de la UGR.
Documento presentado en la Jornada "Creación, gestión y mejora de los grupos de investigación" organizada por el Vicerrectorado de Investigación de la Universidad de Granda el día 26 de abril de 2019
Ponencia presentada en el CEP de Córdoba el 9 de marzo de 2019. Se presentan algunas claves personales para diseñar y presentar una ponencia dentro de una actividad de formación del profesorado.
Ponencia presentada en la Jornada Provincial de Escuelas Oficiales de Idiomas de la provincia de Cádiz. Escuela Oficial de Idiomas de Jerez. 22 de febrero de 2019
Documento elaborado por Fernando Trujillo Sáez para la Comisión Técnica "Ciudad Educadora" del Consejo Escolar de la Ciudad de Algeciras, y presentado a la Comisión en la reunión del 17 de enero de 2019
Disrupción e innovación en la educación lingüística y literaria: casos y pros...Fernando Trujillo Sáez
Ponencia de clausura del XVIII Congreso Internacional de la Sociedad de Didáctica de la Lengua y la Literatura, celebrado en la Facultad de Educación de Ciudad Real (Universidad de Castilla-La Mancha) el día 1 de diciembre de 2017
Ponencia presentada en Bruselas dentro de la jornada "Educating for the 21 century: boosting digital skills and entrepreneurial thinking", organizada por i-Linc (http://www.i-linc.eu).
El Proyecto Lingüístico de Centro como respuesta sistémica al reto de la comp...Fernando Trujillo Sáez
Presentación prepara por el Dr. Raúl Rubio Millares para la defensa de su tesis doctoral "El Proyecto Lingüístico de Centro como respuesta sistémica al reto de la competencia comunicativa en entornos educativos formales: análisis de caso", leída en la Facultad de Ciencias de la Educación de la Universidad de Cádiz el día 25 de julio de 2017
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. • Orientación: el
docente proporciona
objetivos y razones
para aprender.
• Estructuración: el
docente presenta de
manera estructurada
los materiales de
enseñanza.
• Preguntas: el docente
realiza preguntas
cerradas y abiertas
ajustadas al nivel de
los estudiantes y
proporciona el
feedback adecuado
tras la respuesta.
• Modelado: el docente
ayuda a que los
estudiantes utilicen
estrategias y/o
desarrollen sus
propias estrategias
para resolver
distintos tipos de
problemas.
Kyriakides, L., Christoforou, C., Charalambous, C. Y. (2013). What
matters for student learning outcomes: A meta-analysis of
studies exploring factors of effective teaching. Teaching and
Teacher Education, 36, 143-152.https://unsplash.com/photos/fPyf6xvBbHs
Modelo dinámico de la
efectividad docente
(Creemers & Kyriakides, 2006)
4. Modelo dinámico de la
efectividad docente
(Creemers & Kyriakides, 2006)
• Aplicación: el
docente
proporciona
oportunidades de
aplicación y
práctica de los
aprendizajes.
• Gestión del tiempo:
el docente es
capaz de gestionar
el tiempo para
maximizar la
implicación de los
estudiantes.
• El aula como
entorno de
aprendizaje: el
docente crea
interacciones
relevantes para el
aprendizaje entre
los estudiantes y
con el docente.
• Evaluación: el
docente recoge
datos que le
permiten regular el
aprendizaje y su
propia práctica.
Kyriakides, L., Christoforou, C., Charalambous, C. Y. (2013). What
matters for student learning outcomes: A meta-analysis of
studies exploring factors of effective teaching. Teaching and
Teacher Education, 36, 143-152.https://unsplash.com/photos/fPyf6xvBbHs
6. La formación siempre habla
al individuo pero pretende
mejorar el centro.
https://unsplash.com/photos/bj3l739cwc8
7. Principles for effective
school improvement
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/IThpmszqH7Y
8. Piensa en UNA escuela
y parte de sus debilidades
y fortalezas.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005. https://unsplash.com/photos/o8yrwfbzww0
9. La mejora es un ciclo:
metas, análisis, planificación, implementación,
monitorización/evaluación y ajuste.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/6uWHZ74S5Rk
10. Focaliza la mejora en los procesos claves:
competencia docente del profesorado y
competencia para aprender del alumnado
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/jY9mXvA15W0
11. Contribuye a crear las condiciones organizativas
que favorecen la enseñanza y el aprendizaje
(o contribuye a su demanda).
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/HuneWvWYh-Y
12. Diseña metas en tres planos:
cambio organizacional,
cambio docente y
cambio en el aprendizaje
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/KcAE4ORTGbk
13. Promueve estrategias integradas de
transformación organizacional:
top-down y bottom-up
(ej., planes institucionales de mejora + intra-emprendimiento)
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., &
Creemers, B. (2005, January). An empirical basis for
school reform aimed at improving pupil performance.
Paper presented at the annual meeting of the International
Congress for School Effectiveness and Improvement,
Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/BmDaLayzhc0
14. El centro es el centro, pero no es
una isla: piensa ecológicamente.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/KKOTwnCYi7I
15. Incluye en el
proceso de
mejora un apoyo
experto externo.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005. https://unsplash.com/photos/dzq6iTasEjk
16. Utiliza datos provenientes de
distintas fuentes y niveles y
obtenidos por distintas vías.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/ZJpjMmc351s
18. Factores que afectan al impacto de los
programas de desarrollo profesional en el
conocimiento de los docentes, su práctica y
los resultados y la eficacia de los estudiantes
Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
https://unsplash.com/photos/VhDgReMsz8w
19. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
20. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
21. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
22. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
23. Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/vgnQZ4DMI6g
La clave
“equipo” y
la clave
“personal”
30. ¿Tenemos evidencias
de impacto de los
programas de
formación y desarrollo
profesional?
https://unsplash.com/photos/9ooxCP1JCqU
31. “The good news, resulting from the research
reviewed is that diverse formats of professional
development have effects of some kind or degree.
The not so good news is that we know little about
how pervasive these changes are and to what degree
they sustain continuous efforts to move ahead.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher
Education over ten years. Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/TeaNY8fr6Qc
32. “Although it was clear from the successful
experiences narrated, that prolonged
interventions are more effective than
shorter ones, and that combinations of
tools for learning and reflective experiences
serve the purpose in a better way.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years.
Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/l3fh8RDxCvA
33. “The power of teacher co-learning emerges very strongly from the
studies reviewed. The road starts with informal exchanges in school
cultures that facilitate the process, continues in networking and
interchanges among schools and situations and is strengthened in
formalised experiences such as courses and workshops that introduce
peer coaching or support collaboration and joint projects. In whatever
way, the lesson learned is that teachers naturally talk to each other,
and that such a talk can take on an educational purpose.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years.
Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/Cecb0_8Hx-o
34. “It also is true that in many
places classroom teaching
continues to be a solitary activity.
Therefore to move from co-
learning through talk to co-learning
through observation and feedback
is necessary as well as effective,
as illustrated in experiences such
as lesson study.”
Avalos, B. (2011). Teacher Professional Development in
Teaching and Teacher Education over ten years. Teaching
and Teacher Education, 27, 10-20.
https://unsplash.com/photos/-o050Ap2PX0
37. ¿Y si hiciéramos del diálogo y la “conexión”
con nuestra “comunidad de práctica”
el motor de nuestro aprendizaje profesional?
https://unsplash.com/photos/B3qknp2AvWQ
38. https://unsplash.com/photos/6cXZnFCd2KQ
NUEVO
PROYECTO
DIFUSIÓN
PLANIFICACIÓN
DEL PROYECTO
IMPLEMENTACIÓN
DEL PROYECTO REFLEXIÓN SOBRE EL
APRENDIZAJE DE LOS
ESTUDIANTES
INVESTIGACIÓN
SOBRE EVIDENCIAS
DE APRENDIZAJE
MODIFICACIONES
SOBRE EL PLAN
DIFUSIÓN
DIFUSIÓN
DIFUSIÓN
DIFUSIÓN
Inspirado en Ángel I. Pérez Gómez y Encarnación Soto Gómez. 2011.
“Lesson Study: la mejora de la práctica y la investigación
docente”. Cuadernos de Pedagogía, nº 417, pp. 64-67.
Secuencia de la “Lesson Study” conectada
39. “Las personas se motivan
por buenas ideas ligadas a la acción;
se estimulan aún más al llevar a cabo
la acción con otras personas;
son impulsadas aún más
al aprender de sus errores;
y por último, son propulsadas por las acciones
que tienen un impacto.”
Hargreaves, A., y Fullan, M. 2014. Capital profesional. Madrid: Morata.
40. Nuestra labor es
lanzar un
mensaje de
esperanza y
optimismo
crítico
(incluso en la peor de
las circunstancias).