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Auswahl der wissenschaftlichen Literatur zum Thema „Professional Development of Teachers not elsewhere classified“
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Zeitschriftenartikel zum Thema "Professional Development of Teachers not elsewhere classified"
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Giraldo, Frank, und Daniel Murcia Quintero. „Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers“. Colombian Applied Linguistics Journal 21, Nr. 2 (07.11.2019): 243–59. http://dx.doi.org/10.14483/22487085.14514.
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Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.
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Rosli, Roslinda, und Mohd Fareed Aliwee. „Professional Development of Mathematics Teacher: A Systematic Literature Review“. Contemporary Educational Researches Journal 11, Nr. 2 (01.05.2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.
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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
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Draz, Muhammad Umar, und Fayyaz Ahmad. „Continuing Professional Development and Accounting Academics: A Literature Review“. International Journal of Learning and Development 7, Nr. 4 (28.11.2017): 44. http://dx.doi.org/10.5296/ijld.v7i4.12089.
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Continuing professional development (CPD) plays an important role in maintaining professional competency of the accounting academics. The main aim of undertaking CPD is to acquire new technical knowledge pertaining to a certain profession. This study intends to investigate the existing literature on CPD of accounting academics. In reviewing the relevant literature, we have particularly concentrated on these journals: 1) Accounting Education; 2) Journal of Accounting Education; 3) Teachers and Teaching; and 4) Teaching and Teacher Education. The available studies have been classified into three categories and recommendations for the future research work are provided.
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Abramovich, Anat, und Shirely Miedijensky. „From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers“. Higher Education Studies 9, Nr. 2 (06.03.2019): 57. http://dx.doi.org/10.5539/hes.v9n2p57.
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A three-stage professional development (TSPD) model for training experienced teachers to become teachers’ leaders is presented here, along with a study assessing its value. The three stages of the model are: a “basic training” stage, a “master-teacher” stage, and an “independent implementation” stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: ‘teachers as pedagogues’, ‘teachers’ involvement in environmental science (ES) community’, and ‘teachers’ as leaders’. Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers’ leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.
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Charteris, Jennifer, und Dianne Smardon. „Dialogic peer coaching as teacher leadership for professional inquiry“. International Journal of Mentoring and Coaching in Education 3, Nr. 2 (06.06.2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.
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Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
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Anhalt, Cynthia O., Matthew Ondrus und Virginia Horak. „Issues of Language: Teacher Insights from Mathematics Lessons in Chinese“. Mathematics Teaching in the Middle School 13, Nr. 1 (August 2007): 18–23. http://dx.doi.org/10.5951/mtms.13.1.0018.
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A fundamental concern in mathematics education is to understand the connection between the mathematics and the students who are trying to learn the mathematics. Even under ordinary conditions, it may be difficult for teachers to completely understand the challenges that students face. This can be especially true for teachers of English language learners (ELL). Given the steadily increasing population of U.S. students who are classified as limited in English proficiency, it is imperative that teachers understand the perspective of an ELL student in an English-speaking classroom. Meaningful professional development can further this type of understanding. In this article, we describe a professional development experience in which twenty-two teachers from schools with large Latino student populations participated in two mathematics lessons taught in Chinese. The goal for the activity was to allow the teachers to experience challenges similar to those that many students face. Thus, in addition to describing the mathematics lessons, we examine some of the participating teachers' reflections and insights.
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Sytnyk, Olga. „ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND“. Continuing Professional Education: Theory and Practice, Nr. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.
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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.
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Tong, Fuhui, Wen Luo, Beverly J. Irby, Rafael Lara-Alecio und Hector Rivera. „Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach“. International Journal of Bilingual Education and Bilingualism 20, Nr. 3 (14.08.2015): 292–313. http://dx.doi.org/10.1080/13670050.2015.1051509.
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Tabachnikov, S. I., N. O. Mykhalchuk und Ye M. Kharchenko. „Empirical research of the structure of professional reflection of teachers“. Archives of psychiatry 24, Nr. 2 (14.06.2018): 111–15. http://dx.doi.org/10.37822/2410-7484.2018.24.2.111-115.
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Background. The current social situation in Ukraine demands the researches of objective and subjective conditions that determine the professional development of teachers in general and the development of their professional reflection in particular, which are related to the real system of professional training of students at higher school.
Objective – to analyze the reflection as one of the psychological mechanisms of self-control, which, in turn, ensures the personal growth of a future teacher.
Materials and methods. There were analyzed the results which had been obtained for the component «experience of reflection» of teachers (128 teachers of Rivne State University of the Humanities were participated in the empirical part of the research. The research lasted during 2017). Methods of the research – analytical, empirical, statistical.
Results. The authors of the article identified four levels of professional self-determination of the first-year students who studied at higher school: 1) a high level of professional self-determination is the manifestation of a multi-component professional motive; the presence of a clear idea of the image of a teacher with a lot of professionally relevant qualities; the development of objective self-esteem, active and positive attitude to the profession and the purpose of studying at a higher school – at last to become a professional teacher. Students with a high level of professional self-determination formed a group of «well-professionally oriented» students: 2) middle (potential) level of professional self-determination – the manifestation of two-component professional motive (stable desire to become a teacher, the ability to work with people); the development of active and positive attitude towards the profession and the purpose of studying at a higher educational institution to become a teacher of a foreign language. Students with a potential level of self-determination were classified as «professionally oriented»; 3) low level of professional self-determination – the manifestation of one-component professional motive (the desire to become a teacher), which in its content – amorphous, unstable, because in its basis – only the emotional attitude to the profession («like – do not like»); the perception of the pedagogical profession is superficial, fragmented, and, as a result, passive-positive attitude to the profession and objectives of studying at a higher educational establishment. Students with a low level of self-determination made up a group of «weakly professionally oriented»; 4) very low level of professional self-determination – manifestation of uncertain attitude to the profession, self-restraint from it; motives and goals of entering higher educational institutions can be regarded as emotionally cognitive-orientated («just interesting», «may be like», «try»). These students formed a group of «professionally non-oriented» ones.
Conclusions. Subjective conditions that influence the development of professional reflection of future teachers of a foreign language were such as: professional orientation of the person in his/her future activity; the development of intellectual abilities; students’ activity in their professional development and mastering of professional reflection.
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Avidov-Ungar, Orit. „Teacher evaluation following reform: the Israeli perspective“. Quality Assurance in Education 26, Nr. 4 (08.10.2018): 511–27. http://dx.doi.org/10.1108/qae-01-2018-0009.
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Purpose This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context. Design/methodology/approach Semi-structured interviews were conducted with 22 state primary school teachers. The data were analyzed thematically. Findings Four themes emerged from the interviews: how teachers conceive of teacher evaluation; teachers’ perceptions of how the teacher evaluation process should proceed; the advantages and disadvantages of the teacher evaluation process; and ways to increase the effectiveness of teacher evaluation. A further four themes emerged regarding the purposes of evaluation from the teachers’ perspective: judgment and control, dialogue, promotion and professional improvement. Overall, the teachers interviewed perceived that their evaluation serves summative control purposes far more than the formative professional improvement purposes for which the evaluation policy was explicitly developed. On the basis of these and previous findings, a theoretical model of teacher evaluation and career development is proposed. Research limitations/implications This qualitative study interviewed a relatively small number of teachers. The findings suggest that teacher evaluation conducted to assure quality teaching should be more comprehensive and should take place throughout the school year. Originality/value This study is one of only very few to examine teachers’ perceptions of teacher evaluation in detail.
Dissertationen zum Thema "Professional Development of Teachers not elsewhere classified"
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(5929658), Susan J. Ely. „Effectiveness of Online Professional Development for Technical Educators“. Thesis, 2019.
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Numerous studies have shown multiple benefits gained through professional development for teachers, which address increasing pedagogical content knowledge, increasing student achievement and increasing teacher job satisfaction (Banks, 2008; Colbert, Brown, Choi &Thomas, 2008; Dash, de Kramer, O’Dwyer, Masters & Russell, 2012). However, barriers to professional development, including cost, time and access, make face-to-face professional development sessions difficult to meet teacher needs (Carr, 2016). Online professional development can help to address these barriers, while meeting the needs of teachers. Employing best practices established through both online learning pedagogy and professional development techniques, teachers can increase their pedagogical content knowledge and opportunities for collaboration using online platforms. This study demonstrated, using a blend of qualitative and quantitative assessments that online professional development was comparable in effectiveness to face-to-face professional development in preparation for teaching an introductory logistics course and the Manufacturing Skills Standards Council Certified Logistics Associate certification exam.
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Leask, Betty. „Discursive constructions of internationalisation at an Australian University: implications for professional practice“. 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
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The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of ‘snapshots’ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ���������������� Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA – to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation – one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities.
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Krieg, Susan. „Competing professional identities in contemporary early childhood teacher education“. 2008. http://arrow.unisa.edu.au:8081/1959.8/42993.
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This thesis is a qualitative case study of curriculum change within a contemporary Australian university. The curriculum change involved a repositioning of early childhood teacher education into a course structure that would qualify teachers to work across both the early childhood and primary years. The study explores the ways some of the institutional social practices of a university at a particular socio historic moment constructed ways of 'being' for the people involved in the change process. In particular, the research investigates language as a social practice within the university and focuses on the ways university curriculum texts privileged some discourses over others, legitimating particular versions of teaching and excluding others.
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Loong, Yook-Kin. „Web-based teaching strategies for secondary school mathematics“. 2006. http://arrow.unisa.edu.au:8081/1959.8/43108.
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Although the Internet is widely used in many areas, its use in school mathematics is at best in its infancy. Studies show that Mathematics teachers have fewer uses for the Internet than teachers of other disciplines. Hence, this research adopted a mixed method approach to investigate what mathematics materials are on the Internet, how teachers are teaching mathematics with the Web and mathematic students' perceptions and engagement with the Internet. This research reviewed the World Wide Web for mathematics materials and found three major groupings of online resources namely interactive resources, non-interactive resources, and communications possibilities. A typology of Web objects was constructed and a database based on a Task-Web object approach was proposed for teacher use. A broad survey was used to elicit information about Internet usage among mathematic teachers. A total of 103 mathematics teachers responded and 15 were interviewed to gain further insight into their usage. Observations of Internet use were also conducted in the classrooms of 4 teachers. The results show that most teachers would like to use the Internet more in their teaching of mathematics but many do not know where and how to do so in an effective way. Statistics, Business Mathematics and Number operations appear to be the more popular topics. Using statistics data from the Web seem to be the Web feature that is most common followed by using the Internet as a resource centre for word problems. Web communications are seldom used. Common constraints teachers face include lack of time, difficulty in planning, lack of knowledge of good Web sites that map to curricula, slow download times, and limited booking times. Students perceive doing activities on the Internet as better than from the textbook because of the amount and variety of information, the better explanations and the change in mode of presentation. Students who have a low comfort level with mathematics wish their teachers would use the Internet. The power of interactive activities on the Internet to engage and motivate these students is due to a variety of reasons such as the element of game play, a change from the routine, its ability to present different conceptual visuals, the independent self paced learning, and quick feedback that came with the use of the Internet. The Internet also enabled students to access difficult to find information and saved them time. The findings also suggest that teachers' persistence in using the Internet could bring about a routine that helps students settle down to the task and stay on task. Teachers' choice and discernment of Web-based activities that are engaging and motivating are paramount to the success of this learning tool. Four Web-based strategies for teaching mathematics were documented and a model of underlying knowledge for teacher practice with the Web was suggested.
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Dang, Hung Van. „Constructions of an active language learner in English as a foreign language (EFL) teacher education in Vietnam“. 2006. http://arrow.unisa.edu.au:8081/1959.8/45978.
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This study investigates how an active language learner is constructed in the context of teacher education for teaching English as a foreign language (TEFL) in Vietnam, as well as the supportive factors and challenges in developing learner activeness in language learning.
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(10730865), Scott Tecumseh Thorne. „TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION“. Thesis, 2021.
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The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.
Buchteile zum Thema "Professional Development of Teachers not elsewhere classified"
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Byford, Andy. „Pedagogy as Science“. In Science of the Child in Late Imperial and Early Soviet Russia, 78–112. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198825050.003.0003.
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While the previous chapter focused on parents and the study of early childhood, this chapter looks at the rise of institutions and practices devoted to the scientific study of the schoolchild population in the imperial era. It analyses how complex interactions between different professional groups—teachers, psychologists, and doctors—shaped new kinds of expertise in school-based child development and socialization. The analysis opens with a discussion of the crisis of the professional identity of Russian teachers who were arguably the most important constituency on which the rise of child science as a movement, in Russia and elsewhere, depended. It then examines efforts (especially those of psychologists Aleksandr Nechaev and Aleksandr Lazurskii) to turn pedagogy into a ‘science’, leading to the creation of novel research setups, especially in the context of teacher training. Of critical importance here was the promotion of new, applied forms of experimental psychology that sought simultaneously to innovate psychology as a science and articulate new scientific underpinnings of pedagogy. This led to the formation of novel disciplinary frameworks, most notably ‘experimental pedagogy’ and ‘pedology’, which were situated, unstably and controversially, across established professional and disciplinary jurisdictions. The chapter ends with an examination of the contemporaneous efforts by medical professionals to impose their own, distinctly medical, models of child science on schools and pedagogy. Of particular interest here is the rise of school hygiene in Russia and the efforts to enhance the expertise and power of the school doctor.