Only about 21percentt of teachers are men, the lowest ratio in 40 years, according to Melinda Anderson, a spokeswoman for the education association, which conducts the Status of the American Public School Teacher study every five years.
This study features a design experiment of a teacher study group model of professional development.
Teacher study groups offer a promising means of developing a qualified, competent, confident workforce that is well equipped to meet the needs of the children they serve.
This study is grounded in the context of English-as-a-Foreign-Language (EFL) teacher education in Taiwan and aims to promote the potential of teacher study groups.
The results support the claim that the design of the teacher study groups plays a major role in shaping various sequences of teacher change.
The Interconnected Model of Teacher Professional Growth provides a framework to design this teacher study group and to analyze the learning process as experienced by the participating teachers within the collaborative inquiry.
