AUTHORS MATRIX

Instruction: Review the article assigned and use the matrix provided for noting the ESSENTIALS of the study. Use bullets for each item noted. Add 5 more related articles (from
EBSCO) and continue filling out the matrix. Include articles in relation to your field of specialization. Synthesize the 6 literatures and put it on the space provided after the table.
Limit your critical synthesis to 5 sentences only. Save this as PDF file before sending this in Google Classroom. Follow the APA format for your references. The first reference
formatting was done for you. Just complete the contents.

What key concepts about
Professional Development for
teachers were highlighted?
● What was the research gap/
gap in literatures reviewed
by the author/s?
● What was/were the
objective/s or research
question/s of the study?
● What was the research
design of the study?
● Who were the participants?
● What data gathering tools
were used?
What were the
findings/results of the
study? (This should follow
the research objectives/
questions of the study.)
● What was the conclusion
derived?
● What did the study
recommend?

1. Gore, J., Lloyd, A., Smith, M., Bowe, J., & Ellis, H. (2017). Effects of professional development on the quality of teaching: Results from a randomized controlled trial of
Quality Teaching Rounds. Teaching and Teacher Education, 68 , 99-113. Retrieved from https://doi.org/10.1016/j.tate.2017.08.007

● To test a pedagogy of ● Evidence of quality
professional professional
development that development
promotes quality engagement is poor in
teaching approach. status, despite the
struggle of investing
great amounts and
efforts.
● To determine the quality
of teaching through
professional
development.
● Quantitative Research Quality teaching rounds  This study highlights
Design emphasizes on peer how pedagogical
● The participants are 192 learning rather coaching frameworks such as QT
teachers in 24 schools. from an experts. It is more might be used to
● The data gathering was of learning on the guide the substance of
through cluster experiences of co- preservice and/or
randomized controlled teachers through sharing inservice teacher
trial (RCT). of lessons discussed development and
enhance collaborative
processes for such
professional
development.
 For further studies the
intervention was made
that can be used as
foundation as the
longer term
sustainability impact,
on teachers at
different career stages
and the impact of
ongoing or long term
participation in Quality
teach and even on
the student outcomes
on various kinds ,

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2 Slepkov, H. (2008). Teacher professional growth in an authentic learning environment. Journal of Research on Technology in Education, 41(1), 85–111. Retrieved from
https://files.eric.ed.gov/fulltext/EJ810576.pdf

● To facilitate professional ● Educational budgets is ● Descriptive Research Design ●

development in such a way
that it is authentic, based in
the classroom and focused
on meaningful tasks chosen
by the teacher.
● The study focused on the
3 Mohammad, H., Ahmad, R., Seyyed, E., & Mohammad, J. (2016). Elaborating the purpose and content of professional development plan for preschool
teachers. Educational Research And Reviews, 11(16), 1463-1472. Retrieved from doi: 10.5897/err2016.2852
 To analyze the content
and purpose of
professional
development for
teachers in the
preschool in such that it
brings solutions to their
problems in teaching.
valuable to professional
development for teachers to
help them accommodate ● The researcher gatheredimportance of the role
their practices to the realities
of their classrooms.
Moreover, the day - to - day
events in the classroom is one
of the reasons that affects
the professional growth for
teachers.
journeys of professional
growth for a group of
teachers from their points of
view. The action research
was conducted in
conjunction with
participation in a project
centred on the creation of
websites called GrassRoots
as a performance task for
teachers.
 The purposed of
professional
development of
educators in the early
years has been
neglected. Teachers'
professional
development in this level
needs purposes and
content that takes them
closer to the desired
professional
development
One of the most ● The teachers gained new
● The participants are schools
important findings of skills and knowledge
and classroom teachers the research is the because of the success of
the GrassRoots and the
data through analysis and
of the professional teacher’s capacity to learn
interview development and willingness to learn are
educator as facilitator only connected.
in the learning of those ● Teacher shall participate in
engaged in using GrassRoots to
professional growth. All achieve an authentic
the participants were professional development,
aware that they were to gain a high level of
going to be provided competency in teaching,
with opportunities to and allow our students to
learn new things and associate in GrassRoots that
apply them as they involves creating websites.
went along. Much
effort is being
expended on
developing the skills
required by classroom
teachers leading to
the integration of
technology into their
classroom
programming.
 Analytic-descriptive  Q1. This  They were able to
research professionals have explain purposes and
 The participants are done their job in content suitable for
academic members of compiling the professional
universities, PhD purposes of development of
students, psychology preschool preschool teachers
instructors and teachers educators’ and analyse the
of preschool curriculum professional problems that inhibit
and education. development realization of these
 The data was gathered curriculum with a purposes and methods
through semi-structured satisfactory rating. to achieve these
interviews and a However, they purposes.
find the problem

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 This aims to investigate
the viewpoints of experts questionnaire
and teachers about the
purposes and content of
the professional
development plan for
preschool teachers in
Iran
researcher-made on the
implementation
and orientation
process.
Q2. The survey shows
significance on the all
areas of development for
teachers were in
developing the level of
being an active and
responsible educator
comes the top priority and
recognition of parents’
and societies’
expectations and the
interaction between them
came last.
Q3.This shows that a well
content is not enough for
the school managers lacks
knowledge on preschool
education results to
mismanage of teachers
and their development.
 It suggest that
educational system
needs more practical
content in the field of
teachers' professional
development. It
necessitates more
attention to authorities
to allocate time and
money to eliminate
problems and provide
educators with better
professional
development
programs, furthermore,
a homogenous and
well organized content
throughout the country
. This homogenous
content, even if it is not
very well developed
can reduce the
problems in the
coming level.

Q4. The content of

professional development
is significantly very
important for teachers
were management of
class ranked 1 while
familiarity with types of
contagious diseases in
children and ways to
control them hold the last
rank. While viewpoint in
the field of preschool
educators' professional
development content in
terms of studies, field of
study, service record, and
organization and its type

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4 Warren, E. (2009). Early childhood teachers’ professional learning in early algebraic thinking: a model that supports new knowledge and pedagogy. Australian Catholic
University, Vol. 10 , 30–45,1442-390 . Retrieved from https://files.eric.ed.gov/fulltext/EJ863711.pdf
 To try the TTEYM
professional
development model for
teachers in gaining
expertise in teaching
algebra strands in the
early years.
5 Garcia Silva, A.F., Campos, T.M.M., and Pietropaolo, R.C. (2014). Observatório da Educação: an Investigation of Teacher Professional Development of Mathematics
Teachers. REDIMAT, Vol 3(2), 151-168. doi: 10.4471/redimat.2014.47
 To test the EmMa (Early
childhood teachers are
doing mathematics)as
an intervention for early
years teachers in
teaching mathematics.
 Early years’ teachers
commonly hold
concerns regarding the
teaching of
mathematics especially
on its new content. The
Patterns and Algebra
strand requires early
year’s teachers to
reconceptualize
arithmetic and
patterning, drawing out
structures in an activity
based environment.
 The specific aims were
to: 1. develop and
implement a
professional
development model
that was grounded in
theories of learning; 2.
identify particular
elements in the model
that supported teacher
learning; and 3.
ascertain how this model
assisted teachers to
become more
knowledgeable about a
new mathematical
domain
 Early childhood teachers
do need a well –
developed beliefs
system to support
children early
mathematical learning.
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has no significant
difference.
 Descriptive Research  TTEYM, grounded  The model offered
Design on Lev Vygotsky
 6 Teachers theory of the zone
 The data includes (a) of Proximal
field notes; (b) development with
videotape recordings of more knowing
all lessons; (c) videotape others , teachers
recordings of the were able to
professional learning understand that
days; (d) interviews teaching math
(algebraic
strands) in the
early years is
grounded on the  The model offers
understanding
and knowledge
rather than
change and
growth. The
interaction to
experts, teachers
and students
supported
teaching learning.
 Quasi-Experimental Q1. Looking at  The course affected
Design mathematical content
 The participants are 99 knowledge, the data
in-service teachers. analysis shows no
 Rasch-Scaled test, development. The result is
questionnaires were the likely to be related to the
tools used. test instrument used
positive professional
learning experiences
for the six teachers and
assisted them in
becoming experts in
their own right,
especially with regard
to content and
pedagogical
knowledge of the
Patterns and Algebra
strand.
implications for the
introduction of both
mathematics and
other curriculum areas
within early years’
classrooms
teachers’
mathematical
pedagogical content
knowledge and static
orientation towards
  The continuous
professional
development course
influence the
development of early
childhood teachers’:
1. mathematical
content knowledge
2. Mathematical
pedagogical content
knowledge and
3. Mathematics-related
beliefs
6 Gomez, M., & Ford, L. (2017). Teachers’ Perceptions of Professional Development in Chilean State-Funded Early Childhood Education. International Research In Early
Childhood Education, v8 n1 p21-37 2017(EISSN-1838-0689), 21-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1173672.pdf
To provide knowledge on the  The absence of studies
viewpoint of teachers on on the professional
professional development and development of
its utilization. teachers in the early
years and the question
on the quality of early
childhood education
that teachers in the early
education gives.
 How do teachers
employed at state-
funded Chilean early
childhood educational
institutions perceive their
PD opportunities?
Q2. The course increased
early childhood teachers’
mathematical  Scaling-up EmMa
pedagogical content
knowledge and
decreased their static
orientation towards
mathematics.
Q3 Mathematics in
general show that early
childhood teachers do
think that mathematics is
applicable in everyday life
and is an activity to solve
problems rather than an
abstract structure.
 Multiple case design  The findings shows 
 Two center directors and that teachers are
four early childhood fully aware of
teachers participated professional
 Data were drawn from development and
interviews, PD material its aspects.
available at the centers, However it was
and the first author’s pointed out that
reflective journals early childhood
teachers were
trained to
associate learning
almost exclusively
with receiving
knowledge from  Teachers must be
an “expert”,
rather than with a
creative process
resulting from
engaging in peer
discussion and
mutual feedback
in their
communities of
practice.
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mathematics
positively.
might be a suitable
approach to bridge
the gap between pre-
service education with
nearly no mathematics
and the challenges of
early mathematics
education
A better understanding
of teachers of
professional
development in Chile
has been emphasized,
which shows that early
years teachers gave
importance to their
professional
development.
Teachers has a wide
access to professional
development almost in
all areas.
given opportunities to
improve themselves
through training
guided experts.
SYNTHESIS:
The journal articles points out to the importance of professional development as an avenue for learning to improve the efficiency of
teachers in their own areas of specialization and also other parts of the curriculum. It shows that an important factor for attaining
development is through self-awareness and self-effort. Professional growth can be attained, if we can reflect on our deficiencies and try to
supplement them. Indeed growing professionally requires so much time, effort and money but engaging in PD provides quality learning for
ourselves and our pupils.
Since professional development is necessary as demanded by the society, teachers need to cope with the current status of the
learners especially that even in early year’s children are becoming more advanced and competitive. As suggested by the above
researches, educators should grab every opportunity to be grounded and grow and if opportunities does not come, we should make one.

NAME: ALELLI MAE D. BUMAHIT

E-signature:

Date submitted: August 25,2019

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