Differentiated Teacher Professional Development

• In Event: 66.086 - MTCC Roundtable Session 29
  In Roundtable Session: 66.086-6 - Critical Ways to Examine Systems Thinking in Teaching and Learning

Abstract

High-quality teacher development protocols improve teaching, enhance teacher retention, and increase student achievement. Although there is consensus about the importance of teacher professional development, the nature of such training can be fragmented. In this case study, Berliner’s schema theory is employed to identify his five stages of teacher cognition about classroom practice using interviews, classroom observations, and questionnaires at a public charter elementary school in the United States. Then, Ammon’s model of pedagogical development is utilized to align participating teachers to Berliner’s five stages of teacher cognition about classroom practice. Results from the study indicated that expert teachers prefer professional development to enhance their pedagogical methods while novice teachers look for skills they can import into their classroom.

Author

• Sankung Papa Susso, Touro College