Thematische Bibliographien / Professional Development of Teachers / Dissertationen
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Dissertationen zum Thema „Professional Development of Teachers“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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1

Erickson, Stacy Johnson. „An examination of the relationship between professional development and teacher turnover /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
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Beard, Gaysha V. „The adult learner, professional development, and the literacy coach an effective professional development model proposal /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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3

Bishop, Judith E. „Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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4

Ellefson, Bryan A., und University of Lethbridge Faculty of Education. „Teacher-directed professional development“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.
174 leaves ; 29 cm.
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Lekome, Botsang Patricia. „Professional development of primary school educators through the developmental appraisal system“. Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

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6

Gallant, Reinhold Justin. „Foundation phase teachers' continuous professional development“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко und Larysa Volodymyrivna Andreiko. „Professional Development of English Language Teachers“. Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.
The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
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Trejo-Guzman, Nelly Paulina. „The teacher self construction of language teachers“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection.
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Alshaikhi, H. „English Language teacher professional development in Saudi Arabia : teachers' perceptions“. Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and how they think TPD could be enhanced in the Saudi context. The study was mainly guided by the following overarching question: What are Saudi EFL teachers’ perceptions, attitudes, and experiences with regards to their TPD? A qualitative approach to data collection was used to achieve the intended goals of the study. Data was collected from 25 practicing Saudi EFL teachers (males and females) via semi-structured interviews, semi-structured reflective essays, and WhatsApp correspondence. The data was thematically analysed. Braun and Clarke’s (2006) model provided a general framework and a sense of direction throughout the process of data analysis. The study highlighted how Saudi EFL teachers understand the concept of TPD. Participants provided a range of definitions for TPD with ‘growth,’ ‘development,’ and ‘adaptation to change’ emerging as key themes underpinning their definitions. Their conceptualisations were mostly functional, context-specific, and focused more on the content of learning and the type of expected effect rather than on the activity itself. Results showed that teachers have a high preference for self-directed TPD for its context specificity and relevance to their immediate needs. Although the study’s participants considered institutional training as one of the main channels of their development that aligns their practices to their employers’ agendas, data showed that they were highly critical of the way it was managed and delivered to them. Data showed that TPD is not a straightforward process. Rather, it is a complex undertaking that is subject to a range of facilitating and inhibiting factors. A number of recommendations were provided by participants on how they think TPD should be managed, how teachers’ missions could be facilitated, and how their motivation could be enhanced.
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Wong, K. L. „The impact of professional development on stress in teaching“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Schroeder, James. „Professional development in technology education“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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12

Austin, Sandra Lynn. „Differentiating professional development for teacher success : a study of effective teachers /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7626.

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Musikul, Kusalin. „Professional development for primary science teaching in Thailand knowledge, orientations, and practices of professional developers and professional development participants /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4667.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.
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Wermke, Wieland. „Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts“. Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.
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Ivey, Hannah Worth. „An evaluation of a job embedded professional development program at Lincoln Academy“. View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.

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16

Bennett, Douglas Shields. „Teacher efficiency in the implementation of new curriculum supported by professional development /“. CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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17

Hutchison, Karen Cohee. „Identifying professional development needs of Delaware agriscience teachers“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 125 p, 2007. http://proquest.umi.com/pqdweb?did=1362531281&sid=17&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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18

Campbell, Deborah M. „Case Study: Entry-year elementary teachers' perceptions of their professional development“. [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).
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Stillisano, Jacqueline. „Mentoring preservice teachers : opportunities for professional learning and growth in professional development schools“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302161.

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The purpose of this study was to explore a particular opportunity for experienced teachers to continue to learn and grow professionally within the context of their daily practice. Using the cooperating teacher/preservice teacher dyad as a framework, the study explored reciprocity of professional learning and growth in mentoring relationships.The participants, six secondary teachers from two Professional Development Schools, had each mentored one or more preservice teachers during their careers. Identified through non-probability sampling, the participants represented both genders, several disciplines, and career spans of 3 to 30 years.Data were collected through a series of three semi-structured, phenomenologically based interviews with each participant. Additional data were provided through researcher observations and a reflective research journal kept by the researcher during the data collection and analysis. All interviews were tape recorded and transcribed in their entirety. Individual case narratives were developed for each participant and a cross-case analysis of the individual case studies was performed. An inductive analysis of the data identified five discrete yet overlapping themes: professional pride, collegial relationships, sources of new learning, personal/professional growth, and professional renewal.Each theme encompassed several sub-themes. Sub-themes comprising the theme of professional pride included giving back, making a difference, touching the future, learning to teach, and the real world. The second theme, collegial relationships, was comprised of breaking the isolation of the classroom, teacher talk, mentoring meetings, and time. Sources of new learning included modeling, observing, and evaluating. The theme of personal/professional growth encompassed new roles and responsibilities and interaction with the university. Professional renewal was comprised of three sub-themes: challenges, enthusiasm of student teachers, and revival of mentor teachers' enthusiasm.The five identified themes and attendant sub-themes provided insight into the participants' interpretations of their experiences and their understanding of the meaning of the experiences to them as professional educators. While the research centered on the mentor teachers' perceptions and explored the psychosocial and career benefits offered to them through the experience of mentoring, its value would be increased by expanded study on the subject and its implications for teachers, schools, and colleges of education.
Department of Educational Studies
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Wong, Chun-cheong. „Hong Kong teachers' perceptions of continuing professional development policies and activities“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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21

Beck, Lisa. „The current state of professional development in Appalachia“. [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1006.

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Joyce, Jennifer A. „Teachers on tap : exploring professional development through community engagement /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.

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23

Shafir, Mary. „Immigrant English teachers' professional development in Israel“. Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490298.

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This research focused on the professional development of the Former Soviet Union immigrant teachers of English as a foreign language in Israel. The purpose of the study was to gain deeper understanding of what these teachers perceive as their professional development and what factors they identify as facilitating in their professional development. The research was positioned in the qualitative research paradigm which enabled the in-depth investigation ofthe research participant personal attitudes and individual perceptions. The unstructured interview was utilised as the research method which allowed obtaining authentic and idiosyncratic data. Five immigrant teachers of English as a foreign language were interviewed in the framework ofthis research. The inductive approach to data analysis was employed. The findings are not intended to be extrapolated to general population, but rather suggest a theory prospect. The research findings exhibited that the immigrant teachers encountered difficulties during their school induction in Israel. The difficulties were culturally bound and emanated mainly from the incongruity between the school milieus in the country of origin and the host country in general and in the context of teaching English as a foreign language in particular. The teachers perceived the difficulties as initial instigators oftheir professional development. A number of factors were found facilitating the teachers' professional development. Their beliefs regarding teaching, the subject matter, professionalism, malleability ofskills and self efficacy were found promoting their professional development. In addition, the significance of professional self-image, predisposition to lesson reflection and learning goal orientation were found facilitating the teachers' professional development. Colleagues were identified as particularly important in the teachers' professional development. Learning frames were identified as contributing to these teachers professional development. The research participants' professional development was identified as a complex, ongoing process affected by numerous factors and encompassing mainly the subject matter knowledge, students knowledge and pedagogical content knowledge.
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Tantranont, Nuttiya. „Continuing professional development for teachers in Thailand“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practice and improve student achievement. It was undertaken using a combined methods investigations of both quantitative and qualitative data to understand the current situation of CPD experiences for teachers in Thailand, and extend the knowledge of effective CPD. The study covered respondents from a survey of teachers, and the interviews of headteachers and teachers from selected schools in Chiang Mai, which is located in the North of the country. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD to teachers, students, and the schools as a whole. With the increased expectations for highly qualified teachers, all schools need to provide the necessary support for teachers through a range of CPD experiences to enable them to teach to high standards. CPD must be of the highest quality to be effective in order to enhance the teaching practice and student achievement. The study hope that the results and information provided here would be valuable for anyone who are interested in, as well as those who are responsible for an improvement and implementation of CPD.
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Quattlebaum, Simon F. „Designing Professional Development for Elementary School Teachers“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.

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Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, and skills offered in professional development training. A case study design was used to gather focus group data from a critical case sample of 6 elementary teachers who were participating in PD training or who had participated in PD within the past 3 years. Emergent themes were identified from the data. Findings were developed and validated with member checking. The findings indicated that these 6 teachers desired more involvement in planning relevant PD, greater time allocated to collaborative activities, and more grade-level customized programming. Implications for positive social change include improved district professional development opportunities that align with best teaching practices for effective student instruction and increased student achievement.
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Weber-Salgo, Amy. „Focusing Professional Development by Differentiating for Teachers“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1021.

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This study addressed the problem of low student achievement in elementary school mathematics and investigated the level of knowledge held by the teachers. Previous studies have shown that students who succeed in mathematics are more successful during their school years, including college, and earn a higher income level as adults. A theoretical framework of andragogy framed three research questions for investigation. The first question focused on the current professional development needs of the teachers. The other two questions investigated whether the mathematical knowledge relating to teaching (MKT) correlates with the socioeconomic level of the school or correlates with annual yearly progress (AYP) status. Randomly selected elementary teachers from 12 schools participated by completing a survey and taking an online assessment to determine their MKT level. There was no significant correlation between the teachers' MKT scores and the socioeconomic level of their school or the AYP status of the school. Results indicated the need for professional development in mathematical progressions and instructional techniques. Data also suggested that this professional development be adapted to meet the individual needs of the participating teachers. These data informed the creation of 45 professional development training modules for teachers. This study, with the recommended training modules, can initiate social change by providing teachers with individualized training and new instructional strategies to implement in their classrooms with their students, thereby promoting higher levels of student achievement in mathematics.
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Meadows, Julie. „Music Teachers' Perceptions of Targeted Professional Development“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3459.

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The fundamental purpose of teacher professional development programs is to improve instructional effectiveness and increase student learning. However, the target district offered no programs that focused on helping teachers develop strategies to meet state standards in music education. The purpose of this qualitative case study was to investigate elementary and middle school music educators' perceptions regarding the need for targeted professional development programs. Self-determination theory served as the foundation for this study. Research questions concerned participants' views of the impact of district professional development programs on their competency in enhancing students' musical skills and their decision-making and connectedness with other music education teachers. Participants included a unique purposeful sampling of 9 music educators. Data from individual questionnaire interviews, a focus group, and a reflective field journal were analyzed for key themes. These themes were relevant professional development, limited access to resources, and lack of time for music professional development. Participants perceived that effective professional development provided music educators with sufficient time to plan, network, and collaborate with one another and incorporated relevant resources. Based on these findings, a professional development workshop was designed to help music educators in developing a professional learning team. Targeted professional development programs, such as the one developed in this study, may help music educators increase student achievement, which may potentially result in positive social change.
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Refe, Rymarczyk Jo-Michele. „College Teachers' Perceptions of Technology Professional Development“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

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Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.
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Smith, Prudence M. „Professional development : teachers' learning in reading recovery“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.
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Kong, Yick-cheong. „Professional development through curriculum reform projects a case study /“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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Doughney, John F. Laney James Duke. „The relationship of teacher efficacy to teacher concerns and job-embedded professional development“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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Lalitha, Hettiarachchige Done Asie. „Development of a model for the continuing professional development of teachers a qualitative investigation /“. Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060926.094927/index.html.

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Bush, Nicole Lea. „The evolution of a professional learning community in a professional development school“. Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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34

Pendergraft, Elizabeth Murray. „Teacher Inquiry in a Professional Development School Environment“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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35

Takayama, Hiromi. „Professional development in Japanese non-native English speaking teachers' identity and efficacy“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional identity, teacher education and professional development, English proficiency. After the data were collected from Japanese NNESTs, they were compared and contrasted with their NESTs’ counterparts. The primary goal of this study is to identify the characteristics of Japanese NNESTs’ efficacy and identity and investigate how their individual, educational, cultural, and other social factors influence their efficacy and identity development. Forty six (46) Japanese NNESTs and one hundred and two (102) NESTs who were teaching in the junior high, high school, and college levels in Japan participated in a survey. Five Japanese NNESTs and six NESTs from the three types of grade levels were interviewed. Data analysis procedures comprised a statistical analysis of the survey data and a theme analysis of the interview data, and both data sets were integrated to discover the mixed method findings. There were several major findings from this research. First, there was a positive correlation between Japanese NNESTs’ efficacy, particularly efficacy for instructional strategies, and self-perceived English proficiency. Therefore, higher English proficiency can be a predictor of a higher level of overall teacher efficacy and efficacy for instructional strategies. Second, although Japanese NNESTs’ efficacy for student engagement was lower than efficacy for classroom management and instructional strategies, they demonstrated various strategies for increasing their students’ motivation. Third, their Japanese use in instruction influenced their teacher identity, and being a language model and a behavioral role model was reflected on their Japanese NNESTs’ identity. Finally, college NESTs showed significantly higher teacher efficacy compared to different groups. Both Japanese NNESTs and NESTs’ efficacy and identity were formed by their previous teaching experiences, various roles as teachers, perceptions of Japanese educational system, culture, and students. The conclusion includes suggestions and implications for administrators, teacher educators, and Japanese NNESTs.
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Nastiti, Hendrati. „Impact of a professional development program on teachers' beliefs: A collective case study of four Indonesian schools“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1840.

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Teachers‟ pedagogical beliefs have long been noted as one of the influential factors to the way teachers plan and implement their teaching and learning activities. Professional development programmes are often used in order to influence teachers‟ instructional practice and pedagogical beliefs. With the purpose to examine the issues surrounding the participating teachers‟ pedagogical beliefs in the Master teachers and School Leaders program in two provinces in Indonesia, this study was conducted within the Master Teachers and School Leaders programme. The program was a collaboration between Edith Cowan University School of Education (Western Australia) and Sampoerna Foundation Teacher Institute (Indonesia), especially in the way the program affected the participating teachers‟ pedagogical beliefs. This one-year programme was aimed at changing Indonesian teachers‟ beliefs and practice through classroom based action research through reflective practice, the use of peer coaching and leadership support. There were 12 teachers from four schools in two provinces in Indonesia participated in this study. A mixed research methodology was used, comprised of Educational Belief Inventory (EBI) questionnaire; semi-structured interview; and field observation. The different instruments were intended to provide different points of view from which the teachers‟ pedagogical beliefs can be investigated. Data from this study indicated changes in the participating teachers‟ pedagogical beliefs. The components from the program, which were peer coaching; action research, and leadership support, as well as the teaching approaches as modelled by program facilitators from ECU were reported to have positive impact on the teachers‟ pedagogical beliefs. On the other hand, some constraints from the program implementation as well as from existing factors such as culture were reported to have negative impact on the teachers‟ motivation and engagement in the program The study found that as a result of the programme, teacher pedagogical beliefs had changed from a very teacher-centred to a more student-centred teaching approach. Also teachers reported that they now reflected upon their teaching practice and were exploring new practices. However the researchers found that cultural factors, such as the hierarchical nature the school and the foundation as institutions as well as teacher learning style all influenced the outcomes. The paper concludes with an examination of some recommendations that might improve similar professional development programs in Indonesia.
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Mettler, Eunice. „Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College und School of Social Ecology and Lifelong Learning. „Teacher professional development in performing and literary arts education“. THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.

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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teaching approaches and skills especially in the development of new methods of learning.The research has its theoretical foundations in interactive, child-centred theories of education, performance semiotics and psycholinguistic theories of reading. It is also committed to enabling teachers and students to engage creatively and interpretively in the comprehension of artistic texts and the performing arts.
Doctor of Education (Ed.D.)
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Osborne, M. B. „The professional development of teachers : issues in development and control“. Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357994.

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Inge, Richard. „A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.

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The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Boyarko, Maria A. „ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS“. [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).
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Price, Beverly Pearson Witte Maria Margarita. „Teacher perceptions of the impact of professional development and teacher-student relationships on school climate“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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Cañizales, Vargas Rafael Antonio. „The moral profession a study of moral development and professional ethics of faculty /“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb und Busisiwe Goba. „A case study of a teacher professional development programme for rural teachers“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.

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Schluntz, Michele. „Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers“. Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

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Ehrich, Lisa Catherine. „Principals' experience of professional development and their response to teachers' professional development : a phenomenological study“. Thesis, Queensland University of Technology, 1997.

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That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves. Data were collected by semi-structured interviews with eight primary school principals in Queensland who were asked to describe experiences of two phenomena. Firstly, they were asked to describe experiences of professional development for themselves. Secondly there were asked to describe experiences which demonstrated their responsiveness to teachers' professional development. Following the work of Giorgi (1985a, 1985b), a phenomenological psychological approach was used to analyse the data. The two investigations yielded 17 essential themes, and each of these themes was supported strongly in the professional development literature. In addition, three significant findings were raised for further comment. These related to the mismatch between current policy directions for professional development and the reality of principals' experiences; the principals' conceptualisation of professional development as a planned and unplanned activity; and principals as curriculum leaders. The study concluded by providing recommendations for further research to be conducted in the area of professional development and recommendations for the continual promotion of professional development for principals.
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Khakbaz, Azimeh Sadat. „Professional Development for Mathematics Teachers Through Lesson Study“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.

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Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\'s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.
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Hayes, Lisa. „Knowledge sharing and Professional Development in Primary Teachers“. Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486772.

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This study focussed on knowledge sharing interactions of a group of primary teachers. The research explored how the teachers shared knowledge and what types of knowledge they shared. A theoretical framework for the study was derived from relevant literature and previous research findings. Data was analysed using a combination of inductive analysis and a theoretical framework to develop emergent theory about the knowledge sharing interactions of teachers in the stUdy. The stUdy found the teachers shared different types of knowledge (social, personal, conceptual, contextual, pedagogical and useful) through a variety of knowledge sharing strategies (personal, collaborative, active, contextual, analogical, critical, corrective and innovative). Knowledge sharing appeared to be context-bound. The study found that teacher interaction on the online forum was limited; however, the teachers described innovation and transformation in practice resulting from the process of contributing to the forum. The research considered the barriers preventing the teachers interacting on the forum. These were related to lack of time, the perceived usefulness of the actiVity, and the physical structure of the online forum. The study developed a list of elements, which may promote better quality knowledge sharing interactions in an online forum for teachers. The study proposed a model for teacher knowledge, a model for effective teacher knowledge sharing and several tools to support further research into teach'er knowledge sharing interactions.
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Shaw, Barbara. „Primary teachers and professional development : the early years“. Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4075/.

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This study is about teacher development for early career primary teachers, undertaken at a time of particular interest in providing a coherent professional development programme for teachers in the first five years of their career. It was undertaken from my perspective as a primary headteacher with the desire to improve the experience of professional development for these teachers. The research was undertaken by means of questionnaires and interviews and provides a picture professional development provision that is fragmented and lacking in coherence. While enjoying a relatively wide range of activities and experiences overall, early career teachers appear to have a more limited ongoing provision. This seems to be only loosely linked to any personal needs that may have been identified. A lack of rigorous evaluation procedures may well contribute to the situation where there is little clarity about the outcomes of professional development activities and experiences. Teachers are aware of a wide range of outcomes and value those that support them in their teaching. It is their own teaching that appears to be the focus of teachers' attention in relation to professional development rather than children's learning. Teachers, aware of pressures to meet exacting requirements in their work, appreciate opportunities to learn from those who have experience of similar situations. Professional development can result from meeting the challenges that teachers face in the early stages of their career, but the climate in which those challenges are met can be of crucial importance. As a consequence of the research conclusions are drawn which can inform my own practice, and also provide material for the consideration of others who have an interest in, or responsibility for, facilitating and nurturing the professional development of early career teachers.
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Ashour, Subhi. „Understanding teachers' engagement in inquiry-based professional development“. Thesis, Open University, 2017. http://oro.open.ac.uk/50953/.

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This study investigates how a UK Secondary School introduced inquiry as a form of teacher professional development and focuses on the levels of engagement by the teachers in this type of development activity. The approach taken in this investigation centres on a qualitative case study focusing on a deep understanding of teachers’ beliefs, conceptions and experiences of inquiry engagement. Data was collected over an academic year by interviewing nine teachers and a senior member of the school leadership team at different stages throughout the academic year; by observing teachers in some of their classes and the staffroom; and by collecting internal documents and external public reports related to the school and the inquiry programme. The data was analysed using thematic coding which facilitated the identification and comparison of significant themes across all data sets. Findings from the research reveal that despite the school’s attempts to engage teachers in inquiry, the latter found it challenging to do so due to various factors. The analysis reveals the emerging factors of the conceptualisation of inquiry, availability of resources and ownership of the inquiry initiative and the impact of school culture on teachers’ inquiry engagement. The question of the appropriateness of inquiry as a form of professional development and the way it is facilitated in school emerges as a key theme. The study claims three main contributions to the field of teacher inquiry. Firstly, it proposes incorporating a micropolitical perspective of the school culture to investigate the realities of teachers’ inquiry work. The study argues through empirical illustration that such a perspective is likely to provide us with invaluable insights necessary to understand teachers’ conceptualisation of inquiry and their inquiry engagement. Secondly, this study proposes a categorisation of various types of teachers’ inquiry engagement. Such categorisation is likely to help us understand how and why teachers engage in inquiry and therefore the best ways to facilitate this type of professional development. Finally, the current study advances a framework illustrating various processes, interacting factors and main considerations in the context of inquiry as a form of professional development for teachers. The framework explains how teachers respond to an inquiry programme and the conditions that facilitate their inquiry engagement or otherwise. This contribution has practical implications for schools and practitioners interested in undertaking inquiry as a form of professional development. It is argued that the practical implications are likely to improve the planning and implementation of inquiry programmes in schools.
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