Enhancing classroom instruction through professional development

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Muschiol, Szandra
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995
This study was initiated as a school-wide professional development project with the primary focus on "improved classroom instruction". The project was conducted during the 1993-1994 school year at Tilley School. The teaching staff examined, in detail," Twenty Seven Methods" to improve classroom instruction. An action research approach was employed to analyze and document the results as teachers experimented with various methods in their classrooms over the ten month period. The teachers shared and discussed these experiences at P.o. sessions held every second Wednesday of each month. The researcher's own efforts to improve classroom instruction by examining learning styles and introducing various techniques into her classroom were documented through personal observations and reflections. Questionnaires were distributed to all teacher participants for an overall evaluation of the P.O. project. Students from different grade levels also responded to questionnaires, in an attempt by the researcher to gain knowledge from students' perceptions of the project. The data tabulated from the teacher questionnaires indicated strong support for the sharing and collegiality that occurred during P.o. sessions. Examining one's teaching methodologies in the light of student learning preferences and changing curricula is a valuable experience. The results support the vital role professional development plays in enhancing teacher development. Student results indicate there is a need for further development of kinesthetic learning styles for students. Students also want more input into their learning outcomes. The ideas presented by the students are very insightful and useful for determining future P.O. activities in the areas studied.
v, 72 leaves ; 29 cm.
Employees -- Training of -- Teachers , Teaching -- Case studies