International Educators Professional Development: A One Year Follow Up Study
PROCEEDINGS
Donna Pearson, Kathy Smart, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: This paper describes a one year follow-up study of international teachers who spent six weeks in the United States (U.S.) at the University of North Dakota in the College of Education and Human Development in North Dakota as funded by the Department of State. The Teaching Excellence and Achievement (TEA) Program included twenty seven international educators (TEA Fellows). An online survey invitation was extended to ascertain their implementation of knowledge and skills resulting from the six-week intensive professional development program. The professional development program included academic seminars to develop teacher expertise in subject areas, enhance teaching skills, advance technology integration, and increase knowledge of the U.S. educational system. Findings indicate that approximately one third of the TEA Fellows are implementing instructional strategies learned in the U.S. and are confident to highly confident in using computers and technologies for instructional integration.
Citation
Pearson, D. & Smart, K. (2011). International Educators Professional Development: A One Year Follow Up Study. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2897-2901). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/36754/.
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Examining the Long Term Effects of the Professional Development for International Educators Model
Debra R Sprague, Anastasia Kitsantas, Beverly Shaklee & Maria Katradis, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2399–2405
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