Document Type
Book Contribution
Publication Date
2022
Publisher
IGI Global
DOI
10.4018/978-1-7998-3820-3.ch016
Abstract
This chapter provides an overview of Clemson University's Teacher Learning Progression program, which offers participating middle school science, technology, engineering, and/or mathematics (STEM) teachers with personalized advanced credentials. In contrast to typical professional development (PD) approaches, this program identifies individualized pathways for PD based on teachers' unique interests and needs and offers PD options through the use of a “recommender system”—a system providing context-specific recommendations to guide teachers toward the identification of preferred PD pathways and content. In this chapter, the authors introduce the program and highlight (1) the data collection and instrumentation needed to make personalized PD recommendations, (2) the recommender system, and (3) the personalized advanced credential options. The authors also discuss lessons learned through initial stages of project implementation and consider future directions for the use of recommender systems to support teacher PD, considering both research and applied implications and settings.
Recommended Citation
Rapa, L. J., Marshall, J. C., Madison, S. M., Flathmann, C., Knijnenburg, B. P., & McNeese, N. J. (2022). Clemson University's Teacher Learning Progression Program: Personalized Advanced Credentials for Teachers. In Y. Huang (Ed.), Handbook of Research on Credential Innovations for Inclusive Pathways to Professions (pp. 313-334). IGI Global. https://doi.org/10.4018/978-1-7998-3820-3.ch016
Comments
Source Title: Handbook of Research on Credential Innovations for Inclusive Pathways to Professions