The Master Teacher Program : a case for the evolving practitioner

Publié comme vol. 23, no 3, spring 2010 de la revue Pédagogie collégiale.Bibliographi

The master teacher program : a case for the evolving practitioner

Également publ. en anglais sous le titre: The master teacher program : a case for the evolving practitionerÉgalement disponible en format papier.Titre de l'écran-titre (visionné le 5 août 2008).Bibliogr

Le Master Teacher Program : une fenêtre ouverte pour l'enseignant en développement

Bibliogr

Le master teacher program : un exemple pour l'enseignant en développement

Également publ. en français sous le titre: Le master teacher program : un exemple pour l'enseignant en développement.Également disponible en format papier.Titre de l'écran-titre (visionné le 5 août 2008).Bibliogr

Investigating the Longer-Term Impact of a Professional Development Program: A Five-Year Follow-Up Qualitative Study

Do changes in perspectives on teaching and learning that teachers experience in a professional development (PD) program persist over time? How might they evolve? In this article the author first summarizes the results of her original two-year qualitative study of Quebec CEGEP (college) teachers’ perspectives on teaching and learning within a PD program. She then describes the results of a follow-up qualitative study that she conducted with the same teachers five years later. Teacher interviews were coded using the constant comparative method (Maykut & Morehouse, 1994). Three major conceptual themes emerged: teachers reported engaging (outside of teaching), innovating (within teaching) and evolving (professionally and personally). Threads that appeared in the original study re-emerged in the follow-up data. Monitoring the longer-term impact of PD programs can shed valuable light on the on-going process of teacher development

Deepening Understanding in Qualitative Inquiry

In this paper the authors describe how the use of multiple methods of qualitative data collection over a two-year period, including interviews, concept maps and journals, and the analysis of data through visual inquiry, categorizing (constant comparison thematic analysis), and connecting (narrative analysis) provided a more comprehensive understanding of the process of evolution in college teachers’ perspectives on teaching and learning within a professional development program than would have emerged with only a single method . Concept maps provided an initial visual footprint of teachers’ emerging perspectives. Categorization revealed four major patterns across teachers’ perspectives. Connecting the data through narrative summaries exposed a contextualized rendition of aspects of individual teachers’ perspectives. Each of these three approaches offers a unique lens into qualitative data analysis, and when used together, they clarify important aspects of the phenomenon under investigation

The Development and assessment of the Success-in-College Project

Également disponible en version papierTitre de l'écran-titre (visionné le 13 janv. 2010)Bibliogr.: f. 40-4

Prospectives

Tiré de: Prospectives, vol. 21, no 2/3/4, avril/oct./déc. 1985Titre de l'écran-titre (visionné le 24 janv. 2013

Actes du Congrès Collèges célébrations 92

Également disponible en version papierTitre de l'écran-titre (visionné le 14 août 2009)Bibliogr.: p. 4-